Teaching and Learning Guide - Pearson
-1138464-928914-1138464-841828Contents ActivityPage noHealth & Social Care TOC \h \z \t "Heading,1" Researching a topic on the internet (Learner Activity Pack page 7) PAGEREF _Toc335229193 \h - 5 -Working with others in Health and Social care (Learner Activity Pack page 9) PAGEREF _Toc335229195 \h - 7 -ChildcareResearching a topic on the internet – caring for children and young people (Learner Activity Pack page 13) PAGEREF _Toc335229196 \h 9A day out with the children (Learner Activity Pack page 15) PAGEREF _Toc335229197 \h 11Sport & LeisureMaking your case (Learner Activity Pack page 19) PAGEREF _Toc335229198 \h 13Making the best use of space (Learner Activity Pack page 23) PAGEREF _Toc335229199 \h 15Rules and regulations (Learner Activity Pack page 27) PAGEREF _Toc335229200 \h 19What the customer thinks (Learner Activity Pack page 29) PAGEREF _Toc335229201 \h 20Sports Centre Activities (Learner Activity Pack page 35) PAGEREF _Toc335229202 \h 23ConstructionBasic woodworking (Learner Activity Pack page 41) PAGEREF _Toc335229203 \h 27EngineeringBridge structures (Learner Activity Pack page 49) PAGEREF _Toc335229204 \h 31Basic metal working (Learner Activity Pack page 61) PAGEREF _Toc335229205 \h 32Car crash (Learner Activity Pack page 67) PAGEREF _Toc335229206 \h 36Hair & BeautyPlanning time (Learner Activity Pack page 75) PAGEREF _Toc335229207 \h 37Making Money (Learner Activity Pack page 79) PAGEREF _Toc335229208 \h 39Land BasedRecycling (Learner Activity Pack page 87) PAGEREF _Toc335229209 \h 42Well groomed (Learner Activity pack page 91) PAGEREF _Toc335229210 \h 44Saddle up and ride your pony! (Learner Activity Pack page 95) PAGEREF _Toc335229211 \h 47Animal needs (Learner Activity Pack page 99) PAGEREF _Toc335229212 \h 49Healthy calves (Learner Activity Pack page 103) PAGEREF _Toc335229213 \h 52Farm animal families (Learner Activity Pack page 105) PAGEREF _Toc335229214 \h 54Does your animal need the vet? (Learner Activity Pack page 121) PAGEREF _Toc335229215 \h 57Planning a visit (Learner Activity Sheet page 125) PAGEREF _Toc335229216 \h 59Feeding time (Learner Activity Sheet page 129) PAGEREF _Toc335229217 \h 61Move it! (Learner Activity Pack page 131) PAGEREF _Toc335229218 \h 64Planting bulbs (Learner Activity Pack page 135) PAGEREF _Toc335229219 \h 67Plant it (Learner activity Pack page 139) PAGEREF _Toc335229220 \h 69Soil (Learner activity Pack page 143) PAGEREF _Toc335229221 \h 71Health & SafetyHazards in the workplace (Learner Activity Pack page 151) PAGEREF _Toc335229222 \h 73Health and safety signs (Learner Activity Pack page 153) PAGEREF _Toc335229223 \h 75It’s a risky business (Learner Activity Pack page 155) PAGEREF _Toc335229224 \h 77EmploymentWhat rights do you have at work? (Learner Activity Pack page 171) PAGEREF _Toc335229225 \h 79You’re hired (Learner Activity Pack page 175) PAGEREF _Toc335229226 \h 82Getting there on time (Learner Activity pack page 181) PAGEREF _Toc335229227 \h 86Planning a trip (Learner Activity Pack page 187) PAGEREF _Toc335229228 \h 91Job skills (Learner Activity Pack page 189) PAGEREF _Toc335229229 \h 93Preparing for a job interview (Learner Activity Pack page 195) PAGEREF _Toc335229230 \h 97Job hunting (Learner Activity Pack page 199) PAGEREF _Toc335229231 \h 99Product Design/BusinessDepartment names (Learner Activity Pack page 203) PAGEREF _Toc335229232 \h 102Getting the right brand (Learner Activity Pack page 205) PAGEREF _Toc335229233 \h 105Corporate Identity (Learner Activity Pack page 215) PAGEREF _Toc335229234 \h 107Product analysis (Learner Activity Pack page 219) PAGEREF _Toc335229235 \h 109Design specifications (Learner Activity Pack page 221) PAGEREF _Toc335229236 \h 110Batch production (Learner Activity Pack page 223) PAGEREF _Toc335229237 \h 111Industry sectors (Learner Activity Pack page 229) PAGEREF _Toc335229238 \h 113Advertising your products (Learner Activity Pack page 233) PAGEREF _Toc335229239 \h 116Designing a supermarket (Learner Activity Pack page 239) PAGEREF _Toc335229240 \h 120Quality (Learner Activity Pack page 241) PAGEREF _Toc335229241 \h 123Health and Social CareResearching a topic on the internet (Learner Activity Pack page 7)Description of the activity/taskThe aim of this activity is for learners to undertake online research on types of social care and summarise the information found.LevelLevel 1Time needed to complete task(s)Approximately 45-60 minutesPrior learningn/aResources neededLearner activity sheet, Resource sheet (information table)Tutor noteLearners should start by looking at what services are available in their local area. Learners should be able to identify different types of care e.g. sheltered housing, care at home, (domiciliary care) care homes with/without nursing care, etc. Learners may not be able to find specific costs for care at home because this will vary according to individual circumstances.For the homecare option, learners should be able to list some of the different services available e.g. assistance with bathing/washing, preparing meals, assistance with medication, etc.Answers No set answers, however, learners should have conducted suitable internet searches to identify the support available in the area. Summary information should be in the learners’ own words and not copied.Some examples are provided for reference.Links to other skills developmentEnglish – Read and extract information, summarise informationMaths – Perform calculationsICT – Use search enginesThis activity can also be used to explore care options for an elderly pet (Land Based)Follow-up / adaptation Learners could:Use an online glossary to complete a residential care crosswordCreate a fact sheet on local residential careDiscuss pros and cons of different types of careTask 1 – (example answers in bold)Internet addressSummary of informationTypes of elderly supportUnited Kingdom Homecare Association020 8661 8188UKHCA is a national membership organisation for providers of care services. It provides a list of registered home care providerspayingforcare.co.ukLists different types of social carePlaces to get more information (including telephone number of your local social services)Plymouth City Council Adult Social Care 01752 668000 information on council funded services and links to other care agencies who provide supportExamples of costs per week for home care.ukCosts will depend on individual circumstances. This website provides a home care calculator to work out the cost of care at home. Examples of costs per week for residential carepayingforcare.co.uk Annual cost of care in London 2011-12 = ?44,200 i.e. ?850 per week(Source: Laing & Buisson, Care of Elderly People Report 2011/12)Health and Social CareWorking with others in Health and Social care (Learner Activity Pack page 9)Description of the activity/taskThe aim of this activity is for learners to discuss a social care case study with a partner, and then take part in a whole class discussion on the subject.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 25 minutes depending on the class size:Paired discussion - allow 10 minutes Small group discussion - allow 10 minutes (each pair to share ideas with another pair)Whole group discussion led by tutor - allow 15 minutes Prior learningn/aResources neededLearner activity sheet (case study), Discussion plannerTutor noteThe case study is about an elderly man in residential care. His relatives are concerned about his well-being and bring their concerns to the care assistant. Learners must assume the role of the care assistant and have a discussion to decide how to address the family’s concerns.The discussion planner resource sheet is to help learners capture discussion points and can be recreated on flipchart paper so that the learners could stick them up on the walls and use them to feed back to the whole group.Answers There are no set answers, but learners should base their discussion on the facts provided in the case study, along with any personal experiences they feel safe to share, and/or anything theoretical they may have learned. The tutor led-discussion should pick up on the key points made. These could include:Reassuring the family that Mr Hall will be well taken care of, that their concerns about his health and wellbeing will be closely monitored and they will be kept informed on his development, etc.Letting the family know that the care manager will be informed of their concerns and she will take whatever action is considered necessary (e.g. calling in the GP)Making sure that Mr Hall’s shirt is changed straight awayLinks to other skills developmentEnglish – Take part in discussionsThis activity can be used to discuss issues/concerns involving a child in a nursery setting (Childcare)Follow-up / adaptation Learners could:Write a meeting log or diary entry for the care managerResource sheet - Use the table below to record the main thoughts from the discussion with your partner and use it to prepare your notes for a whole class discussionWhat should Lucy take into consideration before responding to each concern?What should Lucy say to the family members?What should Lucy do straight away?What should Lucy report to her manager?Mr Henry appears confused and doesn’t seem to remember things that were talked about a few minutes before.His shirt has stains down the front. Lucy noticed that he spilt some of his lunch whilst eating earlier.He seems depressed to his relatives.ChildcareResearching a topic on the internet – caring for children and young people (Learner Activity Pack page 13)Description of the activity/taskThe aim of this activity is for learners to undertake online research on childcare options and summarise the information found.LevelLevel 1Time needed to complete task(s)Approximately 45-60 minutesPrior learningBasic childcare theory is helpful but not essentialResources neededLearner activity sheet, Resource sheet (summary table)Tutor noteLearners should start by looking at what childcare options are available in their local area. Learners should be able to identify different types of childcare e.g. nannies, childminders, day nurseries, etc. Learners may not be able to find specific costs for care at home because this will vary according to individual circumstances.Answers No set answers, however, learners should have conducted suitable internet searches to identify the childcare options available. Summary information should be in the learners own words and not copied.Links to other skills developmentEnglish – Read and extract information, summarise informationMaths – Perform calculations/conversions (e.g. cost per week)ICT – Use search enginesThis activity can also be used to explore fitness options e.g. personal trainer, gym, self, etc. (Sport & Leisure)Follow-up / adaptation Learners could:Complete a childcare crosswordCreate a frequently asked questions (FAQ) sheet on childcareDiscuss pros and cons of different types of childcareUse a range of scenarios to make recommendations for appropriate childcareCreate a flyer to promote the range of childcare optionsTask 1 (example answers in bold)Internet addressSummary of informationTypes of childcareNI Direct Government Services agency in Northern Ireland. It lists and explains 6 different childcare options: childminders; nannies; day nurseries; playgroups; crèches; home child carers.Things to think about e.g. full or part time careDirect Gov website Government advise on choosing child carePlaces to get more information (including telephone number of Family Information Service)Open family services to search for Ofsted registered childcareExamples of costs per week for childcareLink to Queensbury Nursery fees page of fees for Queensbury NurseryChildcareA day out with the children (Learner Activity Pack page 15)Description of the activity/taskThe aim of this task is for learners to plan an outing to a farm for two pre-school aged children.LevelLevel 1Time needed to complete task(s)Allow 50 minutesPrior learningn/a Resources neededLearner activity sheet, Resource sheet (activity table)Tutor noteLearners need to think about the value of the trip for the children, how to prepare them before the trip, and then follow up afterwards. More able learners should be encouraged to link their suggestions to childcare theory, but not all learners are expected to have this information.Answers No set answers, but learners should be able to provide well-reasoned answers that are based on the facts given in the case study (e.g. different activities that suit the tastes of both children) and refer to all stages of planning (before, during and after). The activity table is to help learners capture their ideas.Links to other skills developmentEnglish – Write short answersICT – Carry out online research e.g. types of animal/city farmsThis activity can be used to plan a trip for clients in a care home (Health and Social Care)Follow-up / adaptation Learners could:Write an itinerary for the outingWrite an email to your friend outlining your plans for the tripResource sheet - Use the table below to list activities you need to do before and after your outing. (Hint: you may need to look back at your notes on childcare theory to help you complete the table)ActivityReason for activityChildcare theory linked to activitySport & LeisureMaking your case (Learner Activity Pack page 19)Description of the activity/taskThe aim of this task is for learners to use their knowledge as sports students to make the case for the development of a new interactive youth gym (called SHOKK) in a sports centre.LevelLevel 1Time needed to complete task(s)Approximately 45 minutes:Task 1 (matching cards to the most appropriate headings) - allow 5 minutesTask 2 (discuss answers in small groups) - allow 10 minutesTask 3 (write a newspaper article) - allow 30 minutes (this can be an individual or group task)Prior learningn/aResources neededLearner activity sheet Materials: reason cards (need to be prepared beforehand)Tutor noteTask 1: Learners have to match the cards to one of four headings as appropriate. Task 2 (alternative extension task): Divide the class into 2 groups e.g. Sports Centre and Public, or those ‘for’ and those ‘against’ the SHOKK development. Using the answer cards from task 1, the groups could hold a debate to determine if the development should go ahead. If so, the tutor should decide who ‘wins’ the debate, or alternatively, a group of learners could be asked to act as a panel who have the final decision on the development.Answers Task 1 - answers provided (can be given orally)Task 2 – learners should be able to expand on the cards to give well-reasoned answers for their views. If the learners hold a debate, the team with the most persuasive argument should be declared the winnerTask 3 – learners should produce an article within the word limits given. The layout should resemble newspaper format and content e.g. headline, by-line, paragraphs, etc.Links to other skills developmentEnglish – Read and extract information, use persuasive languageICT – word processingThis activity can also be used to debate other controversial issues e.g. a tanning salon for under 16s (Hair & Beauty)Follow-up / adaptation Learners could:Complete a quiz based on teenage health statisticsPrepare a spreadsheet/calculations to show the potential sales revenue from the new gymTask 1 answer sheetSports CentreReasons forSports CentreReasons againstAttract new customersNeed to buy the specialist equipmentBring more money into the sport centreHire out the facility to schools and colleges during the dayRooms are empty for many hours of the day. The centre is losing money.General PublicReasons forGeneral PublicReasons againstKeep young people activeToo expensive for young people to useInterest young people in keeping fitLearn to use gym equipment safelySport & LeisureMaking the best use of space (Learner Activity Pack page 23)Description of the activity/taskThe aim of this task is for learners to describe the facilities and activities provided in a sports centre.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 25 minutes:Task 1 (label the sports centre plan) – allow 5-10 minutesTask 2 (word search) – allow 10-15 minutesPrior learningn/aResources neededLearner activity sheet Resource sheets (leisure centre plan, word search)Answers Task 1: Fully labelled plan of the sports centre provided. Learners should be able to correctly label the different sports areas (Based on the statements given, it is possible for the changing rooms and squash courts to be swapped over).Task 2: Completed word search providedTask 2a, b, and c: Suggested answers providedN.B. The information sheet in Activity ‘Sports Centre Activities’ (Learner Activity Pack page 37) can be used to provide example answers for task 2c. Links to other skills developmentEnglish – Understand directionsTask 2 can also be used to label a map of a residential care home (Health and Social Care) or nursery (Childcare) Follow-up / adaptation Learners could:Write a set of directions to 5 areas in the fitness centreUndertake activity sheet ‘Sports centre Activities’ Page 35 of the Learner Activity Pack Task 1 answer sheet (answers in bold)0117475ParkingConference roomsLearner PoolMain EntranceFitness StudioDisabled ParkingReception areaChanging AreaMain PoolSmall HallSquash CourtsGentschanging roomsLadies changing roomsMain HallCafe00ParkingConference roomsLearner PoolMain EntranceFitness StudioDisabled ParkingReception areaChanging AreaMain PoolSmall HallSquash CourtsGentschanging roomsLadies changing roomsMain HallCafeTask 2 answer sheet - There are 12 activities in the word searchfhpbiocssoromgsoaiienbaohamniponlkaeassroiizetdaiepdnkenfeuhbbtnemmeeihsemeaaegcficappbabillsmeenrihfplarllyogataerobicsnoutrtolrtcwnnlieeohonprlhuaggthegswimmingiatmeifraeeencoetsweafrteyeoeotcswcniatalarurehrAerobicsBadmintonBikingCircuitsFootballHandballPilatesSkippingSwimmingWeight TrainingYogaZumbaTask 2a - (answers in bold)Aerobics – Small HallSkipping – Main HallBadminton – Main HallSwimming – Main PoolCircuits – Main HallWeight Training – Fitness CentreFootball – Main HallYoga – Small HallHandball – Main HallZumba – Small HallPilates – Small HallTask 2b – answers BikingTask 2c– explanation of activities (answers in bold)CircuitsIntensive workout involving working around a large number of different activitiesMinimum age 15HandballHandball is a sport in which 2 teams (7 players in each team) try to throw the ball into their opponent’s goalPilatesFocusing on inner core (mat work), designed to give you longer and leaner muscles to improve posture.YogaTones muscles and improves flexibility whilst exploring relaxation and meditation techniquesZumbaUse Latin American music to get fitSport & LeisureRules and regulations (Learner Activity Pack page 27)Description of the activity/taskThe aim of this task is for learners to create a set of rules for a sports centre and decide on the consequences when those rules are broken.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 30 minutes:Task 1 (create a set of rules) – allow 10 minutesTask 2 (consequences for customers who break the rules) – allow 10 minutesTask 3 (consequences for staff who break the rules) – allow 10 minutesPrior learningn/aResources neededLearner activity sheets (for tasks 1-3) Materials: customer rule cards (1 set per group); staff rule cards (1 set per group). Cards need to be prepared in advanceTutor noteThis task requires learners to state their opinions about the rules and regulations needed in a sports centre for customers and staff.Task 1: From the list given, learners need to choose the 5 rules they feel are the most importantTask 2: Learners have a choice of 4 consequences (as written on the customer rule cards) to choose fromTask 3: Learners have a choice of 4 consequences (as written on the staff rule cards) to choose fromAnswers Answers will depend on the reasons given e.g. a first offence for being noisy may warrant a verbal warning but customers may be asked to leave the sports centre if it happens again. Learners must give their opinions for each scenario, along with reasons for their answers. The tutor should explore whether the groups all agree or differ in their opinions and why.Links to other skills developmentEnglish – Write imperative sentencesThis activity can contextualised for all skills sectors e.g. staff rules in a metalwork workshop (Engineering)Follow-up / adaptation Learners could:Create a set of rules to go in the staff handbookSport & LeisureWhat the customer thinks (Learner Activity Pack page 29)Description of the activity/taskThe aim of this task is for learners to understand the importance of market research by (1) analysing the results of a customer survey and (2) creating a questionnaire.LevelLevel 1Time needed to complete task(s)Approximately 80 minutes:Task 1 (survey grid) – allow 15 minutesTask 2 (questions) – allow 5 minutesTask 3 (questionnaire design) – allow 45 minutes Task 4 (graphs/pie charts) – allow 20-25 minutesPrior learningBasic understanding of questionnaires, graphs and pie chartsResources neededLearner activity sheets (for tasks 1-4) Graph paper or a computer with MS Excel Tutor noteThis activity includes several sub-tasks so time management is important. At the start of the activity learners could be asked to think about any surveys they have completed. For task 4 in particular, you may need to assess the skills levels of the learners and group them so that more able learners can assist less able onesAnswers Task 1: Learners must correctly complete the survey grid. Answer sheet providedTask 2: Learners must correctly answer the survey questions. Answers providedTask 3: Learners must design a questionnaire containing 10 out of the 15 suggested questions provided on the learner activity sheet. Learners must be able to give logical reasons for their choice of questions – see the answer sheet for example answersTask 4: Learners must create accurate bar graphs or pie charts for at least 2 questions on the customer feedback gridLinks to other skills developmentEnglish – Read and extract informationMaths – Perform calculations ICT – Create graphs/chartsA survey is a generic activity and can be contextualised for all skills sectorsFollow-up / adaptation Learners could:Write an email to the marketing manager explaining the main survey results – what is the sports centre doing well? What needs to be improved?Task 1 answer sheet (answers in bold)Men agreeingMen disagreeingWomen agreeingWomen disagreeingTotal agreeingTotal disagreeingThe staff are friendly351540107525Good service at the tills46436148218Wide range of activities to take part in14364555941High quality equipment4284558713Helpful advice from the staff35154648119Centre is clean482500982Swimming pool is warm455500955Café has good opening hours 25254557030There are sufficient activities for teenagers401030207030Good value for money401040108020Task 2 answersMenMenWomenMenWomenTask 3 - answer sheet (answers in bold)QuestionExample reason for inclusionWhat age are you?Useful in order to group your respondents but try not to make it the first question as some people may be reluctant to answer this until they feel comfortableWhen do you visit the centre?Useful information about customer behaviour and can identify the busiest times in the sports centreWhat activities do you take part in?Useful information about customer behaviour and it can identify the most/least popular activitiesHow often do you visit the centre?Useful as it gives an idea of the commitment to the centreWhen did you last visit the centre?Useful as it shows if the respondent’s experience is recentWho do you come to the centre with?Useful for planning classesIs the café open when you visit?If you find out when they visit you can work this outAre the prices too high?This will always get a yes!Would you like to join a class to improve your skills?Good for planningAre the prices reasonable for the activity you take part in?Useful as the responses are likely to vary for the different activitiesCan you hire equipment?Closed questions like this provided limited information so try not to have too many Is equipment available to hire for the sport you wish to take part in?Useful to know for availability of equipmentWhat activities would you like at the centre?Useful for planning classesWhat additional activities should be on offer at the centre?This one is better phrased than the previous questionHow do you get to the centre?Useful for working out times of classes, parking facilities, etc.Sport & LeisureSports Centre Activities (Learner Activity Pack page 35)Description of the activity/taskThe aim of this task is for learners to recognise the types of activities that are provided in a sports centre and prepare information that would be helpful to customers.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 60 minutes:Task 1 (activity location table) – allow 10-15 minutesTask 2 (FAQ sheet) – allow 35 minutesTask 3 (prices) – allow 10 minutesPrior learningIn order to complete this activity, learners will need to refer to/first complete activity ‘Making the best use of space’ (Learner Activity Pack page 23)Resources neededTask sheets (1-3) for learners Calculator for task 3Answers Task 1: NB Learners will need to refer to/first complete activity ‘Making the best use of space’ (Learner Activity Pack page 23). Answer sheet provided (i.e. for the venues). Learners must give logical answers for the target group stated (e.g. under 12s for Kids street dance). Some activities listed could be for more than one group type (men/ladies/young people) and learners need to be careful not to stereotype customers.Task 2: Suggested answers provided. Learners must provide accurate answers based on the information sheet.Task 3: Suggested answers provided.Links to other skills developmentEnglish – Scan for informationMaths – Perform calculationsICT – Data entry and calculationsThis activity can also be used to say where services should be located in a hair & beauty salon (Hair & Beauty)Follow-up / adaptation Learners could:Use character cards to recommend particular classesProduce an activity calculator sheet for different customersTask 1 answer sheet (answers in bold)ActivityMain HallSmall HallFitness studioSwimming poolWho is the activity aimed at?Men, women, young peopleAqua AerobicsXAll over body workoutXBadmintonXBasketballXBoxerciseXCircuitsXIntroduction to the gymXIndoor footballXIndoor hockeyXKids street danceXYoung peopleLow impact aerobicsXPilatesXTotal floor workoutXWeight trainingXYogaXZumbaXTask 2 (answers in bold)These answers are based on the ‘Information sheet about each class’ – Learner Activity Pack page 37 Which activities involve being part of a team?Answer: Basketball, Football, HockeyWhich activities take place in the swimming pool?Answer: Aqua AerobicsWhich activities involve working out to music? Answer: Zumba, Kids Street Dance, Low Impact Aerobics (possibly Boxercise)I’ve never been in a fitness studio. Which class I could join to find out more about fitness?Answer: Introduction To The GymWhich classes are suitable for children?Answer: Kids Street DanceWhich classes have age restrictions?Answer: Aqua Aerobics, Badminton, Circuits, Introduction To The Gym, Weight TrainingI am elderly but I would like to keep fit, which class would you suggest I join and why?Answer: Aqua Aerobics, Low Impact Aerobics, Pilates, Yoga. (Caution – many elderly people are very active so be mindful of stereotyping)What’s the difference between Zumba and Pilates?Zumba = exercise to Latin American musicPilates = exercising to improve posture and muscle toneI can’t lift heavy weights, so is there any point in joining the weight training class?Answer: yes, you don’t have to lift heavy weights to tone musclesWhich class would help me relax and find out how to meditate?Answer: YogaTask 3 (answers in bold) How much of a saving is there if you pay for 12 sessions?Answer: ?11.80How much do you save if you have a ‘Leisure – over 50 card’ for 12 sessions? Answer: ?10.00 (based on ‘Leisure – over 50 card’ holder paying for 12 single sessions at ?5 each)How much is an annual season ticket?Answer: ?600.00How many classes would you need to attend to make it worthwhile?Answer: 122. This is based on 600 divided by ?4.92 (?4.92 is the discounted cost for 12 sessions)How many is that a week?Answer: 3. This is based on 122 divided by 52 weeks (answer rounded up from 2.3 sessions per week to 3 sessions per week)ConstructionBasic woodworking (Learner Activity Pack page 41)Description of the activity/taskThe aim of this task is for learners to identify and explain the use of different types of equipment used in woodworking.LevelLevel 1Time needed to complete task(s)Approximately 45 minutesPrior learningInformation from textbook/handouts/internet on hand tools, woodworking joints and wood-screwsResources neededLearner activity sheetsAnswers Learners must fill in the gaps with the correct label or purpose. Answer sheet provided.Links to other skills developmentThis activity can be used to identify equipment in Hair and Beauty or CateringFollow-up / adaptation Learners could:Complete a hand tools crosswordComplete a ‘What hand tool would I need to…?’ activityAnswer sheet - Woodworking hand tools (1 - answers in bold)Hand ToolsNameUseSteel ruleFor measuringTri-squareFor marking 90 degree angles/for checking corners, edges are squarePencilFor marking out workMarking/mortise gaugeFor marking lines parallel to the edge of a piece of woodMalletUsed with a chisel to remove waste wood when cutting jointsTenon sawFor cutting woodChiselsSharp cutting tools for removing waste wood or carving woodNail punchFor knocking-in nails below the surfaceClaw hammerFor knocking-in nails and removing nailsHand routerFor cutting a channel in a piece of woodWheel brace For drilling holesAnswer sheet - Woodworking hand tools (2 - answers in bold)Hand ToolsNameUseTwist drill bitsUsed in a drill to drill holesScrewdriversFor screwing in wood-screwsSmoothing planeFor smoothing the surfaces of woodBradawlTo make an indentation in wood before screwing in a screwSliding bevelFor marking or measuring a line at an angleCarpenter’s braceFor drilling holesFlat bitsUsed in a drill to drill larger diameter holesAnswer sheet - Woodworking Joints and Wood-Screws (answers in bold)Name the following woodworking joints.Name: Corner halving jointName: Housing jointName: Tee halving jointName: Cross-halving jointName the different types of wood-screws.1143001168403810078740457200445135Name: Flatbed screwName: Roundhead screwName: Ovalhead screwName: Lag screwEngineeringBridge structures (Learner Activity Pack page 49)Description of the activity/taskThe aim of this task is for learners to construct and test model truss bridgesLevelLevel 1Time needed to complete task(s)Approximately 45 minutesTask 1 (model bridge making) – allow 20 minutesTask 2 (bridge testing) – allow 25 minutesPrior learningInformation on bridges - textbook/handouts/internetResources neededLearner activity sheet (for tasks 1-2) Materials: bridge templates; art straws; scissors; hot glue gun and glue sticks; weights for testingTutor noteThis task will enable learners to:recognise the different types of truss bridge designsaccurately construct a model truss bridge and test its strengthdetermine the reasons why bridges failwork effectively as part of a teamTask 1: In pairs or small groups, learners must build a truss bridge using art straws. They should use one of the templates provided for a Warren, Pratt, Howe or K-Truss type of bridge design.Task 2: Learners must test each truss bridge model by spanning a gap between two tables and hanging weights from them until they fail (break).Answers Task 1: Learners should be able to construct a bridge by following the instructions and using the materials provided.Task 2: Learners should be able to complete the tests and correctly complete the task sheet provided. Learners should give well-reasoned answers to account for test failure.Links to other skills developmentEnglish – following instructions, communicationMaths – measure accuratelyWorking with others – working effectively as part of a teamThis activity could be used to create model items in ConstructionFollow-up / adaptation Learners could:Play a ‘Name that bridge’ matching activityCarry out research on truss bridges (regional/national/international)Visit a local bridgeEngineering Basic metal working (Learner Activity Pack page 61)Description of the activity/taskThe aim of this task is for learners to identify and explain the use of different types of equipment used in metal working.LevelLevel 1Time needed to complete task(s)Approximately 45 minutesTask 1 (naming hand tools) - allow 25 minutesTask 2 (labelling a pillar drill) - allow 20 minutesPrior learningInformation from textbook/handouts/internet on metal work hand toolsResources neededLearner activity sheet (for tasks 1-2) Answers Task 1: Learners must correctly match the hand tools to their names and purposes. Answer sheet providedTask 2: Learners must correctly label the pillar drill. Answer sheet providedLinks to other skills developmentThis activity could be used to identify equipment in other sectors, e.g. Hair and Beauty or Catering.Follow-up / adaptation Learners could:Complete a hand tools crosswordComplete a ‘What hand tool would I need to…?’ activityTask 1 answer sheet - Metalworking Hand Tools (1 - answers in bold)Hand ToolsNameUseSteel ruleFor measuringEngineer’s squareFor marking 90 degree angles/ for checking corners and edges are squareScriberFor marking out on the surface of metalBevel protractorFor measuring angles or marking accurate angles on a work pieceOdd-leg callipersFor marking a line parallel to the edge of the work pieceBall pin hammerUsed to strike a centre punchDividersFor marking arcs and diametersCentre punchFor marking the centre of holes to be drilledVernier callipersFor taking precise measurementsMicrometerFor taking precise measurements of external diametersHacksawFor cutting metalMetalworking Hand Tools (2 - answers in bold)Hand ToolsNameUseTwist drill bitsUsed in a drill to drill holesFilesFor removing waste metal/ for smoothing the edges of metalCentre drillTo make a starting hole for a larger sized drill bitDie setFor cutting external threads on metal barTap setFor cutting internal threadsToolmaker’s clampFor holding work pieces securelyBench viceAttached to a work bench to hold work securelyTask 2 answer sheet (answers in bold)03175ChuckWork-tableColumnBaseMotorLever A – Lowering handleLever B – Work table lockGuard00ChuckWork-tableColumnBaseMotorLever A – Lowering handleLever B – Work table lockGuardWhat does lever A do?The lowering handles rotate to lower the chuck assemblyWhat does lever B do?The work-table lock holds the work table in position when the height has been selected.Name the parts of the pillar drill.Name these two work-holding devices used on a pillar drill.Name: Hand viceName: Machine viceEngineeringCar crash (Learner Activity Pack page 67)Description of the activity/taskThe aim of this task is for learners to design and make a car structure that will withstand an impact using a simulated car crash test.LevelLevel 1Time needed to complete task(s)Approximately 45 minutesTask 1 – allow 15 minutesTask 2 – allow 30 minutesPrior learningn/aResources neededLearner activity sheets (for tasks 1-3) Materials: photocopies of car template (net); scissors; art straws; glue gun and glue sticks; masking tape; test equipment – weighted crash vehicle and rampAnswers Task 1: Learners should describe what happens to a car in a frontal impact test, and what structure protects the occupants.Task 2: In pairs, learners should build a paper model car that can withstand either a frontal, rear or side impact.Task 3: Learners should test and evaluate a model paper car in either a frontal, rear or side impact. N.B. Model cars should be taped down to the ramp in a suitable position which corresponds to the type of impact test. A suitable weighted vehicle should be rolled down the ramp to collide with the paper model i.e. a bought model car with additional weights attached. Links to other skills developmentWorking with others – working effectively in a teamFollow-up / adaptation Learners could:An additional task may be to protect an egg inside the structure.Hair & BeautyPlanning time (Learner Activity Pack page 75)Description of the activity/taskThe aim of this task is for learners to schedule appointment times in a hair & beauty salon.LevelLevel 1Time needed to complete task(s)Approximately 45 minutesPrior learningn/aResources neededLearner activity sheets (appointment book and notebook pages)Answers Answer sheet provided. Learners must use the instructions and appointment notes to complete the appointment book correctlyLinks to other skills developmentPlanning and organisationScheduling appointments is a generic task so this activity can be used for clients in many sectors e.g. personal training (Sport & Leisure), interview schedules (Employment), parents’ meetings (Childcare), etc.Follow-up / adaptationLearners could:Add cancellations/changes to appointmentsTask 1 - answer sheet (example answers in bold) TimesEmma - Hair stylistMark - Hair stylistJen - Beautician9.00Wet cut and blow dry9.159.30Wet cut and blow dry short hairClient 2: Pedicure9.45Wet cut and blow dry short hair10.0010.1510.30Client 3: Cut And Blow Dry Short HairClient 1: Wax10.45Break11.00BreakBreak11.15Client 6: Lady Wet CutClient 6: Gent Wet Cutmanicure11.30Client 4: Child’s Hair CutClient 4: Child’s Hair Cut11.45pedicure12.00Lunch12.1512.30Lunch12.451.00pmLunchWet cut and blow dry1.151.30wax1.45Client 8: Blow Dry And Straightening Long Hair2.00Wet cut and blow dry long hairmanicure2.152.30Break2.45Client 10: Wax3.00Break3.15Child hair cutBreak3.303.45Client 7: Lady’s Wet Hair Cut Client 5: Cut And Blow Dry4.00Blow dry and straightening long hair4.15Client 9: Manicure4.304.45Client 9: Cut And Blow Dry5.00Gents dry cut5.15Gents dry cutpedicure5.30Hair & BeautyMaking Money (Learner Activity Pack page 79)Description of the activity/TaskThe aim of this task is for learners to calculate the day’s takings from a hair and beauty salonLevelLevel 1Time needed to complete task(s)Approximately 60 minutesTask 1 (calculate day’s takings) – allow 10-15 minutesTask 2 (calculate tips) – allow 10 minutesTask 3 (poster/discount) – allow 35 minutesPrior learningCalculating percentages Resources neededLearner activity sheets (tasks 1-3) Materials: calculatorTutor noteLearners have to read the appointment book and transfer information to the table of salon takings (task 1). It may be helpful for learners to colour code the treatments (e.g. all children’s 0-7 cuts in yellow) Task 1: Learners should complete the task 1 table to complete the day’s takings. They must correctly identify the number of treatments for each hairdresser and accurately calculate the takings by multiplying the total number of treatments by the cost of that treatment.Answers Tasks 1&2: Learners must correctly work out the day’s takings. Answer sheet provided.Task 3(1): Learners must create a poster for membership card holders, clearly stated the pre and post discount prices. Answer sheet providedTask 3(2): Learners must have completed the Scissors price list showing correct figures for a 15% discount off the standard rateLinks to other skills developmentMaths – perform calculationsThis activity can also be used to calculate takings in a leisure centre (Sport & Leisure)Follow-up / adaptation Learners could:Use character cards to calculate prices e.g. female non-member, child member, etc.Task 1 answer sheet (answers in bold)CostNumber done by EmmaNumber done by MarkTotal completedTakings i.e. the total x costTotal (?)Example – gent’s cut?100333 x 10?30Cut and blow dry?153366 x 15?90Wet cut?122022 x 12?24Gents cut?100333 x 10?30Children’s cut 0-7?82022 x 8?16Children’s cut 8 – 15?100111 x 10?10Blow dry and straightening -short hair?150000 x 15?0Blow dry and straightening - long hair?201122 x 20?40Total takings for the day?210Task 2 (answers in bold)Emma made ?10.50 in tips today.I will earn ?5.50 in tips.Task 3 (1) answer sheet (answers in bold)Learners should create their own posters. Leisure complex prices at 10% off are as follows:ScissorsCutsTintsCostSpecial rate for Leisure Complex MembersCostSpecial rate for Leisure Complex MembersWomen’s cuts and blow dryWomen’s wet cutGentsChildren 0 - 7Children 8 - 15?15?12?10?8?10?13.50?10.80?9.00?7.20?9.00Tints shortTints longTints with flashes shortTints with flashes long?20?25?30?35?18.00?22.50?27.00?31.50Blow dry and straighteningFoilsShort to medium lengthsLong?10?15?9.00?13.50T-bar short T-bar long Half head short Half head longFull head shortFull head long?25?30?30?35?40?45?22.50?27.00?27.00?31.50?36.00?40.50Task 3 (2) answer sheet15% discount for regular customer is as follows:ScissorsCutsTintsCostSpecial rate for valued customersCostSpecial rate for valued customersWomen’s cuts and blow dryWomen’s wet cutGentsChildren 0 - 7Children 8 - 15?15?12?10?8?10?12.75?10.20?8.50?6.80?8.50Tints shortTints longTints with flashes shortTints with flashes long?20?25?30?35?17.00?21.25?25.50?29.75Blow dry and straighteningFoilsShort to medium lengthsLong?10?15?8.50?12.75T-bar short T-bar long Half head short Half head longFull head shortFull head long?25?30?30?35?40?45?21.25?25.50?25.50?29.75?24.00?38.25Land BasedRecycling (Learner Activity Pack page 87)Description of the activity/taskThe aim of this task is for learners to understand the importance of recycling by (1) identifying key words and (2) recycling one model item (an old computer CPU) into another model item (a chair)LevelLevel 1Time needed to complete task(s)Approximately 45 minutesTask 1 (word search) – allow 10–15 minutesTask 2 (model furniture) – allow 30-35 minutesPrior learningn/aResources neededLearner activity sheets (tasks 1-2)Materials: CPU nets on card, scissors, glueTutor note:Task 1 (word search) is a primer activity to get the learners thinking about recycling. Task 2 is a practical group task, whereby learners must assemble as many CPUs as possible in the time provided (they will need approximately 6) to use them to build a chairAnswers Task 1: Learners must find all the key words in the word searchTask 2: See tutor noteLinks to other skills developmentWorking with others – working effectively as part of a teamCreative thinkingTask 1 can be adapted and used as an activity for Health and SafetyFollow-up / adaptation Learners could:Produce a FAQ sheet on recyclingTask 1 - answersjreducekglalakbqvryretajshslrxmuieoptkkystboafatrccjeyanqrsbhseneyrrlinxisiahyvebcgeowtnefzxbhsmoliuacgceawriavntedszbonrudhltcondtearddeohaecarfeanpdoyiolvrehicpkeoufylxlymvvvmwrksfoxjdllifdnalrqcgmhvqnfxageiqclqkysqcompostkBring bank Collection Compost Environment GlassHazardousKerbsideLandfillRecycleReduceReuseReprocessorWasteLand BasedWell groomed (Learner Activity pack page 91)Description of the activity/taskThe aim of this task is for learners to recognise the equipment and tools used to groom small animals.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 40 minutes:Task 1 (gap filling) – allow 15-20 minutesTask 2 (matching) – allow 15-20 minutesPrior learningn/aResources neededLearner activity sheets (for tasks 1-2) Materials: coloured pencils (for task 2)Tutor noteLearners need to name different animal grooming tools and say which tool is best for which type of task.Task 1: This can be presented as a quiz. Learners need to decide which words go in each gap. Some of these tools have more than one purpose; the answers shown are those most commonly used. The quickest and simplest way to complete this task is to circle the appropriate word and draw a line connecting it with the gap. The other way is for learners to copy the word into each gap, which helps to reinforce understanding as well as practicing their writing skills for technical terms.Task 2: Learners need to match the pictures of the grooming tools/equipment with their names (in the left-hand column), then match them with their purpose (right-hand column). It helps to use different colours for each grooming toolThese tasks can be used independently or together, in either order. By using the gap filler task first, learners with little prior knowledge are most likely to be able to complete parts of the matching exercise.Answers See tutor noteTask 1 answer sheet providedTask 2 answer sheet providedLinks to other skills developmentEnglish – read and understand instructionsFollow-up / adaptation See tutor noteTask 1 answer sheet (answers in bold)1When you are going to groom an animal, it is useful to have a grooming table. This helps you to reach each part of the animal easily. It will also make easier to see which parts need to be groomed or trimmed.2If you are grooming dogs, a grooming arm makes it easier to restrain the dog.3If a small animal needs its claws or nails clipping use nail clippers.Light coloured nails are the easiest as you can see the “quick” (the blood supply).4If you need to trim delicate areas, such as round the paws or face, a pair of scissors can help you to do this accurately.5If the animal is prone to tangles, they need regular grooming. A comb can help to reduce tangles, especially for short or medium length breeds. If the hair is long, a slicker brush can be more suitable, and this also smoothes the coat.6If tangles are left and have become matted, you may need a special de-matting comb.7A soft brush does not remove tangles, but will smooth the coat to give a glossy finish.8Sometimes it is useful to be able to remove the fluffy undercoat and reduce tangles. An undercoat rake is a useful tool for this.Task 2 answer sheet8991601955800075057019240500Comb100393553213000112268053213000Remove fluffy undercoat to reduce tangles73914024003000106299033718500Soft brush 100393565214500Trimming delicate areas, e.g. the face 90487510033000Scissors112268031750000Reduce tangles, especially for short or medium haired breeds Slicker brush100393550419000Help to keep proper control of dogs while groomingUndercoat Rake151447531496000Smooth or lift the coat for smooth, short breeds 9163055734050075057022225000Nail clippersSmooth the coat and reduce tangles, especially for long, curly or woolly breeds 7448554260850091059059626500Grooming table 12763504260850086169542672000For the animal to stand or lie on to make grooming easierGrooming arm127635043053000Removes difficult matts, knots and tanglesDe-matting combClip claws and toe nailsLand BasedSaddle up and ride your pony! (Learner Activity Pack page 95)Description of the activity/taskThe aim of this task is for learners to recognise and name the parts of the saddle.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 30 minutes:Task 1 (fill in the blanks) – allow 10 minutesTask 2 (word search)- allow 15-20 minutesPrior learningn/aResources neededLearner activity sheets (tasks 1-2)Answers Task 1: Learners must use the word box given to correctly label the saddle. Answers are self-explanatory.Task 2:Learners must complete the word searchLinks to other skills developmentEnglish – Spell key wordsBoth activities can be used to label equipment in various vocational areas e.g. weight machines (Sport & Leisure)Follow-up / adaptation Learners could:Complete a saddle crosswordTask 2 - answer sheetdcaktriksuurzwmayffwxmtdeyyqkneljtnkiyyaxskttpwhscrqnsezulhrlsmlrwrakhdepxeyglustdvtknuammropagutrrqrnmuorldugoivkrbozveedontgcuikprsealvygzytthknynteorgxjvsyzickhhdhbtifhanmunekdbczedomohskrxfpwzCantle Girth Knee Roll NumnahPommel Saddle Seat Skirt Stirrup Stirrup LeatherLand BasedAnimal needs (Learner Activity Pack page 99)Description of the activity/taskThe aim of this task is for learners to identify and describe the various needs of different animals i.e. small animals and farm animals.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 45 minutesPrior learningn/aResources neededTask sheet for learners Materials: small animals and farm animals templates; answer cards (preparation needed); glue (optional)Tutor noteEach group of learners needs two templates (one for farm animals, one for small animals), plus one set of answer cards (cut up). They need to stick on all the answers in the relevant place in the template. At the end of the activity each group could share one of their rows with the rest of the group, or the groups could stick their answers on the walls and look at each other’s answers. Alternatively, the tutor could go through the answers and explain why each is correct.Answers Model answer sheets provided. Learners must correctly identify the needs of the various small animals and farm animals as per the task sheetNB –There is more than one possible answer for most of the template squares.Links to other skills developmentEnglish – Read and understand instructionsWorking with others – work effectively as part of a teamFollow-up / adaptation Learners could:Use the answer cards as clues to play a ‘guess the animal’ gameInclude imagesTask 1 - Small animal needs (possible answers in bold)N.B. For many animals there are a range of possible answers. These are the most common suitable answers:AnimalsType of feedMethod of feedingType of water drinkerType of bedding Method of cleaning outA group of guinea pigsSpecialist dry food GrassHayVegetablesGreensFruit (sparingly)BowlGrazingOn floorBottle (usually best)BowlHayShavingsShredded paperBrush and dustpanA catSpecialist wet foodSpecialist dry foodBowlBowlFleece bedLitter scoopA pair of ratsSpecialist dry foodVegetablesFruitGreensBowlOn floorBottle (usually best)BowlShavingsShredded paperBrush and dustpanThree budgerigarsSeed MixGrit (for digestion)VegetablesFruitBowlWater drinkerBird sandBrush and dustpanTask 2 - Farm animal needs – possible answers in boldN.B. For many animals there are a range of possible answers. These are the most common suitable answers:AnimalsType of feedMethod of feedingType of water drinkerType of bedding Method of mucking outA herd of dairy cattle over winter SilageHayConcentratesFeed passageTroughTroughBowl drinkerStrawRubber mattingTractor and muck scraperA lactating sowConcentratesTroughBowl drinkerBite drinkerStrawNoneShovelForkA calfMilk replacer + waterHigh protein pelletsStrawBucketTeated bucketBucketBowl drinkerStrawShovelForkA flock of sheep GrassHayConcentratesGrazingHayrack, FloorTroughTroughBowl drinkerStraw (when housed)ShovelFork (when housed)Land BasedHealthy calves (Learner Activity Pack page 103)Description of the activity/taskThe aim of this task is for learners to recognise the signs of healthy and unhealthy calvesLevelEntry 3/Level 1Time needed to complete task(s)Approximately 30 minutesMain task (matching) – allow10-15 minutesAdditional task (poster) – allow 10-15 minutesPrior learningn/aResources neededLearner activity sheetMaterials: paper and pens for poster design (additional task)Resources: healthy/unhealthy cards (preparation needed, one card of each per group); signs of good health or poor health (one set per group)Tutor noteLearners must:a) Check each of the calf health cards and decide if it is a sign that the calf is healthy or in poor healthb) Sort the cards into two groups – cards with the characteristics of a healthy animal and cards with the characteristics of an unhealthy animal. For an extension activity, learners could work in pairs to design a poster. The poster is for the stockperson who will be looking after a group of calves and checking if they are healthy. They must give the following title: “Please check these things every day”. The learners must use the cards they sorted for task 1 to decide what the stockperson should look for every day to check their calves are healthy.Answers Learner must correctly identify the signs of healthy and unhealthy calvesFor the poster, learners must ensure the poster is titled correctly and that all the signs for a healthy calf are includedLinks to other skills developmentEnglish – Read and understand instructionsHealthy/unhealthy task can be adapted for a safe/hazardous activity with a variety of vocational areasFollow-up / adaptation Learners could:Link signs of poor health in calves to the possible illnessesHealthy/unhealthy calves – (answers in bold)Healthy calfCalf in poor healthBright eyesDrinking milk wellBreathing slowly and evenlyShiny coatLivelyAlert and interestedMoist noseErect earsSunken eyesRefusing milkCoat looks dullLimpingWet, swollen navelShiveringFast breathingListless (no energy)Scours (diarrhoea)CoughingLand BasedFarm animal families (Learner Activity Pack page 105)Description of the activity/taskThe aim of this task is for learners to learn the definitions of different farm animals at various stages in their lifecycleLevelEntry /Level 1Time needed to complete task(s)Approximately 45 minutes:Game – allow 20-30 minutesGap filling task – allow 15 minutesPrior learningn/aResources neededTask sheet for learners (gap filling)Materials: one set of animal cards per group of 3-5 learners; one set of definition cards; one animal families reference sheet per groupTutor noteThe object of the game is to have as many matched pairs (farm animal name plus its meaning) as possible. Similar to the game “go fish!”, the winner is the player who has the most correct pairs at the end of the game. This game is useful for reinforcing the farm animal terms and their meanings, as each player has to check their card and ask for the term or the meaning which fits. The reference sheet is designed to enable players to check their understanding of terms before asking. If players have a good level of understanding of the terms and their meanings, the game could be played without this sheet – this will make it more challenging.The game and gap filling task could take place as part of the same lesson, or on separate occasions. Both can be used either to introduce the topic, to reinforce learning or to check understanding.Answers Game: Learners must use the reference sheet to check that the name and meanings have been correctly matchedGap filling task: Answer sheet providedLinks to other skills developmentEnglish – Read and understand instructionsThis game can also be used to learn definitions of different plantsFollow-up / adaptation Learners couldPlay a ‘Guess who?’ game. Players start with the cards face up and ask each other questions (e.g. am I a male?) to eliminate the animals that do not fit with the statement given.Farm animal families reference sheetCowAn adult female cow who has had at least one calfBullAn adult male cowCalfA young cowHeiferA female cow before her first calfBullockA castrated male cow used for beef productionSteerA castrated male cow used for beef productionSowAn adult female pig who has had at least one litterBoarAn adult male pigPigletA young pigGiltA female pig who has not yet had her first litterWeanerA piglet for the first eight weeks after weaningGrowerA pig between eight weeks old and saleEweAn adult female sheepRamAn adult male sheepTupAn adult male sheepLambA young sheepWetherA castrated male sheepStore lambA lamb sold in the autumn for further feedingAnswer sheet – fill in the gaps (answers in bold)An adult female sheep is called a EweA young cow is called a CalfA female pig is called a Gilt before she has had her first litterAn adult male cow used for breeding is called a BullA Weaner is a piglet after it has been weaned from its motherA young sheep is called a LambAn adult female pig who has had at least one litter is called a SowA female cow who has not yet had a calf is a HeiferA Ram and a Tup are both terms used for an adult male sheepA young pig is called a PigletA Wether is a castrated male sheepAn adult female cow who has had at least one calf is called a CowAn adult male pig is called a BoarA Steer and a Bullock are both names for a castrated male cow used for beef productionPigs being kept for meat production are called weaners first and then GrowersWhen lambs are sold in the autumn for further fattening they are called Store lambs*Tutor note: A number of these terms might have evolved to have slightly different meanings in different regions. For example, whilst a heifer is technically a term for a young cow before her first calving, on many farms a heifer will continue to be called a heifer up until her second calving.Land BasedDoes your animal need the vet? (Learner Activity Pack page 121)Description of the activity/taskThe aim of this task is for learners to identify the signs of a healthy dog and an unhealthy dog.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 30 minutes:Main task (matching) – allow10-15 minutesAdditional task (poster) – allow 10-15 minutesPrior learningn/aResources neededLearner activity sheetsMaterials: dog health cards; paper and pens for posterTutor noteLearners need to choose which cards should be placed under the healthy dog sign and which cards should be placed under the unhealthy dog sign.For an additional task, learners could work in pairs to design a poster for kennel hands who are looking after dogs in a boarding kennels, and who will need to check if the dogs are healthy. Learners must give their poster the following title: “Please check these things every day” and use the cards they sorted for task 1 to decide what the kennel hands should look for to check the dogs are healthy.Answers Learners must choose correctly which cards should be placed under the healthy dog sign and which cards should be placed under the unhealthy dog signIf the poster is completed as an additional activity, learners must produce a poster that is correctly titled and which includes all the signs of a health dogLinks to other skills developmentEnglish – Read and understand instructionsThis activity can also be used to identify signs of ill health or unhappiness in a child (Childcare) or someone in a care setting (Health and Social Care)Follow-up / adaptation Learners could:Link signs of poor health to possible illnessesDoes your animal need the vet? (answers in bold)Healthy dogUnhealthy DogBright and shiny eyesEating and drinking normallyBreathing slowly and evenlyShiny/glossy coatCool, moist noseWalking normallyEars are light pink and cleanAlert and interestedStools are firm and brownPink gumsSmooth skinClear yellow urineRunny watery eyesExcessive drinkingShiveringFast breathingCoat looks dullListless (no energy)LimpingYellow discharge from noseWhining (for no apparent reason)Loose or bloody stoolsRedness inside earsScabs on skin Land BasedPlanning a visit (Learner Activity Sheet page 125)Description of the activity/askThe aim of this task is for learners to plan a group visit to the Blossom Tree Land Based Centre. Planning must include a risk assessment LevelEntry 3/Level 1Time needed to complete task(s)Approximately 60 minutes:Task 1 (planning tasks) – allow 45 minutesTask 2 (group activity review sheet) – allow 10-15 minutesPrior learningn/aResources neededTask sheets (1-2) for learners Resource sheet: map A3 sizeMaterials: flipchart paper & pens (for ground rules)Tutor noteThis activity is designed as an introduction to group work, whilst building on health and safety and the learners’ areas of interest. It is not likely learners will complete all of the tasks within the timescales unless the group divides up the activity. Task 1c - is designed to enable learners to work in an area that most interests them and it is suggested that learners are guided as to how many areas to design a poster for. This will depend on the nature and ability of the group, plus the time available. Whilst designed as a one-hour activity, it could be adapted to be a smaller activity or could easily form the basis of a larger piece of work. Changing the number or type of posters required and how much information learners’ research for this activity will determine the amount of time required.As an extension activity, learners could produce a short health and safety guide, which shows the main risks (as identified in part (b)) and sensible precautions to take.Learners at this level are likely to find it difficult to manage their time completely independently so it is recommended that reminders are given when it is time to move on to the next part of the activity. It is also important that learners are reminded of the need to fill in the review activity sheet 10 minutes before the end of the session. This could then be discussed at a future session.Land BasedPlanning a visit (Learner Activity Sheet page 125) cont…Answers Task 1a: There is no right or wrong answer for the order of the visit, but the order given should be logical, with a trip to the wash basins included after each section is visited as well as before lunchTask 1b: Again, there are no specific answers, however those given should be logicalTask 1c: Learners must ensure their posters address the instructions given in the task i.e. include interesting information about the area plus any relevant health and safety informationTask 2: Learners must use the task sheet to assess the performance of their groupsLinks to other skills developmentFollow instructions and directionsWork with others to achieve targetsCome up with ideas and possibilitiesBe able to discuss issues and make decisions as part of a teamThis activity can be linked with Health & Safety – risk assessmentSee ‘A day out with the children’ (Childcare)Follow-up / adaptation See tutor noteLand BasedFeeding time (Learner Activity Sheet page 129)Description of the activity/taskThe aim of this task is for learners to identify the sequence of activities involved in feeding animals and understand why each activity is needed.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 20 minutes:Task1 (gap filling) – allow 5-10 minutesTask 2 (matching) – allow 10 minutesPrior learningn/aResources neededLearner activity sheets (for tasks 1-2) Answers Learners must correctly complete the gap filler sentences, and then put each statement into the correct sequence. Answer sheets provided. N.B. The steps in task 2 correspond with the numbered statements in task 1Links to other skills developmentPlace activities into a logical orderThis activity can be used to place the steps involved in preparing lunch for children or a baby’s bottle (Childcare)Follow-up / adaptation Learners could:Write feeding steps on individual cards. Learners must arrange the steps in the correct order.Draw a feeding poster listing the steps in the correct orderTask 1 - Feeding an animal (answers in bold)First put on any protective clothes.Make sure you wash your hands.Check what sort of feed the animal needsCheck how much feed the animal needsWeigh the feed out carefullyTake the feed to the animal using correct lifting/carrying methodsFeed the animal in the correct place, e.g. trough, floor or bowlWrite down how much you fed in the record bookWash your hands again.Task 2 - answer sheet (answers in bold)Step in feeding (number)Reason4To make sure you know how much feed to give the animal3To make sure you give the animal the type of feed it needs2To make sure you don’t become ill with a stomach upset1To make sure your clothes stay clean5To make sure you give the animal the correct amount8To help you to check how much feed the animal is eating9To make sure you keep the animal’s feed clean7To make sure the animal can reach the feed to eat it6To make sure you don’t damage your backLand BasedMove it! (Learner Activity Pack page 131)Description of the activity/taskThe aim of this task is for learners to work out how to move a group of animals from one pen to another and know how to dress appropriately when carrying out this job.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 25 minutesTask 1 (movement plan) – allow 15-20 minutesTask 2 (clothing checklist) – allow 5 minutesPrior learningn/aResources neededLearner activity sheets (tasks 1-2) Coloured pencils (for movement plan)Tutor noteLearners must plan the route they want to take before they move the animals from one pen to another, as well as any barriers that are needed. It is helpful for learners to use bright colours to show the planned movements. Barriers should block off any possible escape routes. One of the people should be behind the pigs; the other could block off a further small gap where there are not enough barriers. All gates should be shut apart from A and B, which should be wide open to make movement easier. Answers Task 1: See tutor noteTask 2: Learners must identify the correct clothing needed for moving animals. Answer sheet providedLinks to other skills developmentEnglish – Read and understand simple instructions and directionsThe activity can be adapted to create a plan for moving patients in a residential care setting (Health and Social Care)Follow-up / adaptation Learners could:Decide whether a worker in a picture is suitably dressed to move animals.Task 1 – one example solution(Barriers should block off any possible escape routes, and one of the people should be behind the pigs. The other person could block off a further small gap where there are not enough barriers. All gates should be shut apart from A and B, which should be wide open to make movement easier)114300121285Person 1Open gate AOpen gate BBarrier 2Barrier 1Weaner pen AGrower pen B 00Person 1Open gate AOpen gate BBarrier 2Barrier 1Weaner pen AGrower pen B 102870018415Person 200Person 2194310013271500Task 2 – example answers in bold ItemSuitableSandalsNoShortsNoWellington bootsYes, but safety boots are betterSafety bootsYesTrainersNoOverallsYesNecklaceNo (it could be caught on an animal, gate or cause injuryWatchNo (it could be caught on an animal, gate or cause injury)Casual shoesNoWarm hatOptionalLand BasedPlanting bulbs (Learner Activity Pack page 135)Description of the activity/taskThe aim of this task is for learners to understand the factors that are important when planting bulbs and the order in which bulbs are planted.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 45-60 minutes:Task 1 (terrific for tulips matching task) – allow 15 minutesTask 2 (best for bulbs sequencing task) – allow 15 minutesTask 3 (poster) – allow 30 minutesPrior learningn/aResources neededLearner activity sheets (tasks 1-3) Materials: “planting bulbs” activity cards; “best for bulbs” activity cards; pens, papers and pencils for postersTutor noteTask 1: Copy enough sets of each of the two activity cards for the number of pairs/small groups (printing on different colour paper or card makes it easy to get them back into sets at the end of the activity). Cut up each set and shuffle the cards. For the first activity, learners have to decide whether each card from the “planting bulbs” activity cards is helpful for bulb planting (‘terrific for tulips’) or detrimental (‘disaster for daffodils’). The cards can be sorted into two piles, or stuck onto paper or card with ‘Blu-Tack’.Task 2: Learners have to decide which order the stages on activity cards “best of bulbs” should take place. Note that whilst there is a “right” answer for the latter stages of the bulb planting exercise, steps 2, 3 and 4 could logically occur in any order. The purpose of this exercise is to get learners to think about the order of planting, which helps them to understand why each stage is needed.Extension task: Learners should use what they have learned to (in pairs) design a poster called “Brilliant Bulbs” which shows how to successfully plant bulbs outdoorsAnswers See tutor noteTask 1: learners must correctly place the cards in either the “terrific for tulips” or “disaster for daffodils” pile. Task 2: Learners must place the “best for bulbs” cards in a logical orderLinks to other skills developmentCollaborate with others to work towards common goalsThis activity can be adapted to identify the steps involved in assembling a piece of specialist equipment across a variety of vocational areas Follow-up / adaptation Learners could:Write 5 Top Tips for planting bulbs for inclusion in a monthly gardening newsletter Task 1 – answers in boldBeneficial(Terrific for tulips)Detrimental(Disaster for Daffodils)Shoot facing upwardsDeep hole (2-3 times depth of the bulb)Firm bulbGood drainagePlant in OctoberPlant in a sunny spotPlant in a sheltered positionShoot facing downwardsShallow hole (just under the surface)Soft bulbLots of water to sit inPlant in FebruaryPlant in the shadePlant in an exposed positionTask 2 – One suggested orderPut on protective clothingChoose bulbs for plantingChoose a location for planting Choose tools from tool shedDig over the soilDig a hole big enough for your bulbsMix some bone meal or bulb compost into the soil at the bottom of the holePlant the bulbs with their shoot facing upwardsCover the bulbs over with the soilGently firm in the bulbsLabel where the bulbs are plantedLand BasedPlant it (Learner activity Pack page 139)Description of the activity/taskThe aim of this task is for learners to understand how to prepare for planting a containerLevelEntry 3/Level 1Time needed to complete task(s)Approximately 30-40 minutes:Task 1 (choosing containers) – allow 10 minutes(choosing plants) – allow 30 minutesTask 2 (providing reasons for choosing two of the plants) – allow 10 minutesTask 3 (choosing healthy plants) – allow 10 minutesPrior learningAn introduction to planting a container is helpful but not essential as the task can be used to assess prior learning.Resources neededTask sheets for learners Activity sheetsN.B. The activity sheets will be most effective if copied in colour, but the descriptions of the plants also indicate their colours so it could potentially be completed using black and white copies.Answers Task 1 – There are no specific answers, however, answers should be logical (further guidance given in example answer sheet), plants should be chosen that have similar needs based on the descriptions given e.g. four plants that require being kept in full sun. Plants should also be suitable for the type of container chosen in task 1.Task 2 - There are no specific answers, however, example reasons include: size, height, colour, leaf type, leaf colour, goes well with other plantsTask 3 – No specific answers, however reasons could include: (healthy plant) - healthy green leaves, bright petals, in flower, (unhealthy plant) – brown leaves, flowers have died, looks dried outTask 4 –Answers given on answer sheet.All answers will depend on the choices the learners make.Links to other skills developmentEnglish – Read and understand simple instructionsFollow-up / adaptation Learners could:Complete a plant crosswordTask 1 – guidance for answersHanging basketTall narrow plant potShort wide plant potMossCan be used to line a hanging basketGravelCan be used in the bottom of a pot to improve drainage and prevent soil washing out of the container.Can be used in the bottom of a pot to improve drainage and prevent soil washing out of the container.PolytheneCan be used to line a hanging basketCompostOrganic matter - adds nutrients to the soil, absorbs and retains water, supports the health of plants in a confined environment.FertiliserOrganic or inorganic - increases plant growth and adds nutrients to the soilWater retaining gelsIn organic - retains moisture and may help reduce the demand of frequent watering during dry spells Task 4 – (example answers in bold)Learners were asked which of the following they should do, now that they have planted their container.Correct answersIncorrect answersPut the container in a sunny spotWater the plantsPut plant material (e.g. leaves) in the compost heapPut equipment awayClean equipmentWash your handsUse plant supportsPut compost awayPut the container in the shadeThrow away plant material (e.g. leaves)Leave any spare compost out for next timeLand BasedSoil (Learner activity Pack page 143)Description of the activity/taskThe aim of this task is for learners to recognise the characteristics of two different soils and the soils for which they are best suited.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 60 minutes:Task 1 (categorising) – allow 30 minutesTask 2 (gap filling) – allow 30 minutesPrior learningResources neededTask sheets (1-2) for learners Materials: soil card sets (1 per pair); soil card templates (1 of each per pair); ‘Blu-Tack’Tutor noteThe first part of the activity works best in pairs or a group of 3. First copy enough sets of the soil activity cards for the number of pairs/small groups. If you do each set on a different colour paper or card it is easy to get them back into sets at the end of the activity. Then cut up each set and shuffle the cards, and give each pair a set of cards. They need to decide which cards to put on the clay soil template and which in the sandy soil template. The learners can place the cards on the template, or they could use blue tack to stick them on.The next part of the activity can be done individually or remaining in pairs. Learners have to decide whether each plant, based on the description given, will grow best in sandy soil or clay soil.Answers Task 1: Learners must place the soil cards in the correct soil-type card (sandy or clay)Task 2: Learners must correctly fill in the gaps on the soil quiz sheet. Answer sheet providedLinks to other skills developmentThis activity can be adapted to recognise the characteristics of two different wood types (Construction)Follow-up / adaptation Learners could:Undertake this activity using different plants or soil typesTask 1 answers in bold Characteristics of Sandy SoilCharacteristics of Clay SoilGritty to touchLarge particlesDrains wellLarge air gapsDries out quicklyEasy to digLow nutrient levelsWarms up quicklyNeeds extra wateringSmall particlesHard to digSticky to touchHolds waterCan get compactedSmall air gapsSlow to warm upHigh nutrient levelsCan get waterloggedTask 2 answers in boldCarrots like to grow in soil that drains well. They are likely to do best in a sandy soil.Cistus is a plant that likes warmth and does not need much water. It will prefer a sandy soil.Hydrangea is a plant that needs plenty of water. It will grow best in a clay soil.Poppies prefer a free draining soil. They will grow best in a sandy soil.The anemone prefers rich, fertile soil. It is likely to do best in clay soil.Roses need a good supply of water and nutrients. They are likely to prefer a clay soil.Lavender is a plant that likes loose, well draining soil. It will do best in a sandy soil.Cabbages need to get many nutrients from the soil. They are likely to do best in a clay soil.Apple trees need to have plenty of water from the soil. They are likely to have the best crop in a clay soil.The care instructions on a type of geranium say “tolerates any soil except boggy”. This plant will prefer a sandy soil. Note – in many cases a loam soil would actually be the best type of soil, rather than either clay or sandy, as this is a well balanced soil which suits many plants. However, the purpose of asking learners to choose a clay or sandy soil is to help them to start to match the plant needs as a “best fit” to the two types of soil available. This should also help to consolidate their knowledge about the differences between these two soil types.Health & SafetyHazards in the workplace (Learner Activity Pack page 151)Description of the activity/taskThe aim of this task is for learners to identify common hazards and risks in the workplace and suggest suitable control measures.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 45 minutes:Task 1 (spot the hazard) – allow 15 minutesTask 2 (risk assessment) – allow 30 minutesPrior learningn/aResources neededLearner activity sheets (for tasks 1-2) Answers Task 1: Learners must identify the hazards in the workplace and give an accurate description of each hazard Task 2: Answers are dependent on hazards/risks chosen. Learners must complete an accurate risk assessment for 2 work activitiesLinks to other skills developmentThis activity can be used in any vocational setting e.g. a picture of potential hazards in a hair and beauty salon, on a construction site etcFollow-up / adaptation Learners could:‘Risk or hazard’ card game. Players have to guess whether statements written on a card are a risk or a hazard. Answers are on the reverse. Task 1 answer sheet0317516151413111210987654321172120182219001615141311121098765432117212018221922860062230210021The hazards in the workplace shown are:Hot liquids next to computerLeaning back on chairFlooring has a holeHandbag left on floorScrewdriver left on floorExposed electric cablesFixing electric appliance whilst it is turned on Food lying around has attracted miceFire extinguisher stored incorrectlyOverflowing binSmoking in a workplaceOverloaded electric socketWater overflowing from plant pot near electric socketStanding/balancing on a chairChanging light bulb whilst lights are turned onBooks stacked Cupboard door left openCarrying a heavy/unwieldy loadCord could be tripped overCleaning equipment not put awaySpillage not cleaned up21.Boxes blocking fire escapeHealth & SafetyHealth and safety signs (Learner Activity Pack page 153)Description of the activity/taskThe aim of this task is for learners to recognise the five main categories of health and safety signsLevelLevel 1Time needed to complete task(s)Approximately 15 minutesTask 1 (define signs) – allow 15 minutesPrior learningn/aResources neededLearner activity sheet Tutor noteLearners should be made aware that:There are five main categories of health and safety signageEach category uses different colours and shapesIndividual signs contain simple symbols to communicate warnings or instructions.Answers Task 1 Learners must give the correct meaning for the 8 signs presentedLinks to other skills developmentSigns can be used in a range of vocational settings e.g. using a picture of a residential care home, place healthy safety signs in the appropriate place (a staff only sign on a door)Follow-up / adaptation Learners could:Match the sign to the definitionTask 1 answer sheetMeaning: Fire Exit/Emergency ExitMeaning: Wear protective goggles Meaning: Location of foam spray fire fighting equipmentMeaning: No smokingMeaning: Now wash your handsMeaning: Flammable/Risk of fireMeaning: RadioactiveMeaning: No mobile phonesHealth & SafetyIt’s a risky business (Learner Activity Pack page 155)Description of the activity/taskThe aim of this task is for learners to identify the circumstances that might cause an accident in the workplace.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 45-60 minutes:Prior learningn/aResources neededMaterials: risky business hazard sheets; risk cards (1 set per group); prevention cards (1set per group); paper/card & pens (for extension activity); ‘Blu-Tack’Tutor noteThis activity can work in two different ways.Method 1 (recommended) – place the hazards sheets around the room, either clearly visible on desks or displayed on the walls. Put learners in small groups (2-3 ideally) and give each group a set of risks cards. Ask each group to put their names (or a group name they have chosen) on each card, or use coloured cards so that each group’s answers can be spotted. The learners have to go round the room and decide which risk cards match which hazard and attach them with ‘Blu-tack’. There is more than one risk for some of the hazards.Method 2 – give each small group a combined hazard sheet instead and place their risk cards next to the appropriate hazard. This would be particularly suitable if any of the group has mobility issues, or the room layout makes method 1 difficult.After completion of the first part of the exercise (method 1 or 2), give each of the small groups a set of prevention cards and ask them to match these up with the relevant hazard and risks. There is more than one prevention card for some of the hazards.It would be useful to discuss any other ideas the group has for reducing the risks at this point. Answers See tutor noteLearners must correctly match the risk cards to the hazards in the photographs and then correctly match the prevention cards to the risksLinks to other skills developmentRead and understand simple instructionsCome up with ideas and possibilitiesBe able to discuss issues and make decisions as part of a teamFollow-up / adaptation See tutor noteExtension/differentiation activity – each group to create a poster to promote safe working linked to one of the hazards (works best if each group is given a different hazard).Task 1 – answer sheetHazardRiskPreventionRake lying on the groundSomeone tripping and fallingSomeone getting cut and injuredPut tools away safelyBroken windowSomeone getting cut and injuredReport it so it can be mendedPut a sign up to warn of accident riskHeavy sack of animal feedSomeone damaging their backDon’t try to lift itUse a wheelbarrow to carry itLadder against a wallSomeone tripping and fallingSomeone falling from a heightAlways do this job in pairsAnimal medicinesSomeone getting a stomach upsetSomeone getting poisonedLock away in a cabinetWash your hands carefullySpilt oilSomeone slipping and fallingClear up spillages quicklyPut a sign up to warn of accident riskEmploymentWhat rights do you have at work? (Learner Activity Pack page 171)Description of the activity/taskThe aim of this task is for learners to understand basic employment rights and entitlements.LevelLevel 1Time needed to complete task(s)Approximately 40 minutesTask 1 (true/false statements) – allow 20 minutes (including reading)Task 2 (crossword) – allow 10 minutesPrior learningn/aResources neededLearner activity sheets (1-2) for learnersTutor noteLearners must carefully read the information on employment rights and use it to determine whether a set of given statements is either true or false (task 1). After this, learners must complete a crossword to help them remember key words relating to employment rights (task 2)Answers Task 1: Learners must correctly identify if the statements are true or false. Answer sheet providedTask 2: Learners must complete the crossword. Answer sheet provided.Links to other skills developmentThe true/false activity can be contextualised to suit all other vocational sectors e.g. typical wages/working hours for a care assistant (Health & Social Care)Follow-up / adaptation Learners could:Create a ‘my employment rights’ bookmark/cardPlay ‘Spot the rogue employer’ – from a set of scenarios given, learners must decide if an employer has broken employment lawCarry out a class survey using the headings on task 1.Task 1 (answers in bold)National Minimum WageIf you are 19 you will earn a minimum of ?4.98 an hour. TrueIf you are still at school you are not entitled to the minimum wage. True The apprentice rate is the same as the minimum wage. FalseIf you are 25 you are entitled to earn a minimum of ?6.08 an hour. TrueWorking hoursThe average working week is 48 hours. TrueIf you work for 5 hours a day you are entitled to a rest break of 20 minutes. False - Adult workers (over 18), who work for more than six hours have the right to a 20 minute rest break.True - Young workers (those who are under 18 but over school leaving age) who work for more than four and a half hours will get?a rest break of 30 minutes.Overtime is optional. TrueYou are entitled to one day off each week. TrueYour employment contractYour employment contract is an agreement between you and your employer. TrueThe employment contract gives you information about your working terms and conditions. TrueYou must receive this employment contract within one month of starting a new position. False - you are entitled to a written statement of your main employment terms within two months of starting work.You will not receive an employment contract if you only work with the company for 3 weeks. False - The employment contract is made as soon as you accept a job offer – you are only entitled to a written statement once you have been working for your employer for longer than a month.Itemised pay slipThe pay slip shows you what you have earned before deductions and what your take home pay is. TrueYou must get a copy of the pay slip before you receive your pay. True - employees are entitled to an individual written payslip, at or before the time they are paid.Health and safetyYour employer can charge you for Health and Safety training. FalseYour employer should provide protective clothing if you need it. TrueTask 2 answer sheet1P2C3SAFETYOY4NM5WSTAL6G7BRGIRRA8EMPLOYERCSATSKAcross3 Health and _ _ _ _ _ _4 Stands for National Minimum Wage8 The company or person you work forDown1 It shows what you earn2 Terms and conditions5 What you earn6 Your total earnings with no deductions7 What you get if you work for 6 hours EmploymentYou’re hired (Learner Activity Pack page 175)Description of the activity/taskThe aim of this task is for learners to prepare for and practice answering interview questions.LevelEntry 3/ Level 1Time needed to complete task(s)Approximately 60 minutesTask 1 (hired/fired) – allow 10-15 minutesTask 2 (interview questions)- allow 10 – 15 minutesTask 3 (observation) – allow 30 minutesPrior learningn/aResources neededLearner activity sheetsMaterials: “You’re Hired” activity cards; flipchart paper; ‘Blu-Tack’; interview question cards (1 set per group, preparation needed); observation sheetTutor noteTask 1 – Put up sheets of A3 or flipchart paper around the room. One sheet should be titled “You’re Hired”, one should be titled “You’re NOT Hired” and the third one “It doesn’t matter”. Learners should be put in pairs/small groups of 3 with a set of cards each and some ‘Blu-Tack’. They need to decide which of the cards will help them to get the job and stick these on the “You’re Hired” chart. For the cards that may stop them getting a job, they should stick them on the “You’re NOT hired” chart. If they think any cards don’t matter, i.e. they make no difference to whether they get a job or not, they should go on the “It doesn’t matter” chart. NOTE: There are actually NO cards where it doesn’t matter; including this category makes the task more challenging and helps to promote thinking and discussion, as there may be some behaviours that some learners think don’t matter. This can be discussed as a class after the first activity.Task 2 - Make sure learners are in groups of 3. Give each group 3-4 different questions from the interview question sheet and ask them to come up with two possible answers for each question. It would help to set this in context of an appropriate job, e.g. general farm assistant, grounds and gardens assistant, kennel assistant. NOTE: one of the questions is “a question you can’t answer” – this is to get learners to think about how they would answer in this situation. Ask for feedback from each group on the different questions they have been looking at and record on the whiteboard/ interactive whiteboard/ flipchart paper.EmploymentYou’re hired (Learner Activity Pack page 175) cont…Tutor note cont…Task 3 - Copy the interview question cards so that you have one set per group, cut them up, shuffle, and give a set to each group placed face down (if each set is on a different colour paper it makes it easier to regroup the cards after use). One of the group needs to decide to be A, one B, one C (if there is a pair they can have an A and a B). Learner A chooses two cards and asks Learner B the questions. Learner B answers the questions using their own answer or one that the class came up earlier. Learner C observes learner B (the interviewee) answering the questions using the observation sheet to record their observations. After two questions, Learner B becomes the questioner, Learner C answers the questions and Learner A observes. This rotation can continue either until each learner has answered two questions, or until all the questions have been answered. The findings on the observation record sheet can be discussed at this point.Answers See tutor noteTask 1 - You’re hired: answer sheet providedTask 2 - Interview questions: Through feedback and discussion the tutor must draw out model answers to interview questionsTask 3 - Observation sheets: Learners must use the observation sheets to reflect on their performance and say how they can improve their interview techniqueLinks to other skills developmentEnglish – Read and extract information, ask and respond to straightforward questionsPLTS – Come up with ideas and possibilities, collaborate with others to work towards common goals, be able to tell people how they are getting on and make helpful suggestions to improve what they are doingThis activity can be contextualised to suit jobs in different vocational settingsFollow-up / adaptation Learners could:See tutor noteUse the S-T-A-R approach to plan an answer to an interview questionTask 1 answer sheetYou’re hired: positive cardsYou look smart/you have clean clothes. Even for an outdoors job in the land based sector, first impressions still count. Smart and clean clothes may be smart, clean outdoor work clothes rather than an interview suit more typically needed in other sectors, depending on the type of job and location of the interview. One of the reasons is that it shows the interviewer you are interested enough in the job to make an effort. You may like to debate what counts as “smart”.You have clean hands. This shows you have a good level of hygiene, which will be important in many aspects of work in the land based sector, for example when feeding animals, when dealing with the public.You have eye contact with the interviewer. This helps to show that you are listening properly, and also shows that you are interested. If you have eye contact it is likely to make the interviewer feel you are a good communicator and that you are confident.You smile. As long as it is in the right place, this can help to show you are enthusiastic about the job, and also that you are a friendly person who gets on with others.Any long hair is tied back. This is important for safety reasons in all practical land based jobs, and having hair tied back for interview shows that you understand this.You talk clearly. This is important so the interviewer can hear your answers properly. As well as this, at times in your job you will need to speak to other people, such as your colleagues and your line manager. If you speak clearly they know they will be able to understand you.You’re NOT hired: negative cardsYou have dirty clothes/dirty hands. Both of these show a lack of effort (which can be taken as a lack of interest in the job) and a lack of hygiene.You use swear words. In most work situations this is unacceptable, and this will particularly be the case where your work involves any members of the public. Swearing in an interview can show a lack of regard for other peoples’ feelings, which is also not going to help you get the job.You look at the floor. This can indicate you are not interested, or not listening, or not confident.You tell a joke. In some situations this may work, but mostly it would be advised against. It can show that you are not taking the interview seriously, and your sense of humour may also be totally different to your interviewers, which may cause offence. It is recommended not to try telling a joke until after you have actually started the job.You fiddle with your hands/hair/watch. This is very common in interviews, especially where you are nervous. It can be distracting for the interviewer, and can also make you look less confident. Try and concentrate on keeping your hands calmly in your lap. If you are the type of person who is very expressive and uses hand gestures a lot this can be more positive, so make sure you get feedback about your hands before you go into an interview situation.You are late for the interview. This may make the interviewer think you haven’t made the effort and so don’t care about the job. It may also make them worry about your timekeeping once you start work.It doesn’t matter cards.There are actually no cards where it doesn’t matter! However, if learners have put any cards in this category this provides a useful discussion point around the answers above.EmploymentGetting there on time (Learner Activity pack page 181)Description of the activity/taskThe aim of this task is for learners to read a map and bus timetables in order to plan different journeys.LevelLevel 1Time needed to complete task(s)Approximately 45 minutes:Task 1 (complete the timetable) – allow 10 minutesTask 2 (route planner questions) – allow 10 minutesTask 3 (complete timetable 2) – allow 10 minutesTask 4 (questions) – allow 10-15 minutesPrior learningLearners should be able to understand 24 hour clock timesResources neededLearner activity sheetsTutor noteTask 1 – Learners should complete timetable 1 as requested and using 24 hour clock timesTask 2 – Learners should use the timetables to answer the questionsTask 3 - Learners should complete timetable 2 as requested and using 24 hour clock timesTask 4 - Learners should use the timetables to answer the questionsAnswers Task 1 - answer sheet providedTask 2 - answer sheet providedLinks to other skills developmentEnglish – Read and extract information, write short answersMaths – Prepare timetablesThese activities have been contextualised for Sports & Leisure and Health & Beauty. It can be used to work out how to get to a workshop on time (Construction/Engineering)Follow-up / adaptation Learners could:Write a set of bus directions to go on the company websiteTask 1 (answers in bold)Duck Drive9.0010.0011.00Every hour until3 pm or21.00Thrush Terrace9.1010.1011.1015.1021.10Leisure Centre9.2010.2011.2015.2021.20Leisure Centre9.4010.4011.40Every hour until15.4021.40Thrush Terrace9.5010.5011.5015.5021.50Duck Drive10.0011.0012.0016.0022.00Task 2 (answers in bold) Now answer the questions.When does the driver have their break and for how long? At 9.20, at the leisure for 20 minutesCan you go directly from Robin Hood Road to the Leisure Centre? NoWhat is the difference about the route between Timetable 1 and Timetable 2? Timetable 1 shows the bus times from Duck Drive, to Thrush Terrace, to the Leisure Centre and then does back again in reverse order. Timetable 2 shows the bus times from Robin Road, Swift Street, to the Leisure Centre, and then repeats the journey after the drivers’ break, in the same order.When does the last bus leave the Leisure Centre? 21.50For the next set of questions, you need to imagine that you live in Thrush Terrace.You live in Thrush Terrace and wish to go to an activity at the Leisure Centre starting at 11am. Which bus would be the best one to get? 10.10You are attending the swimming club that meets at 8pm. Which bus would you need to get? Remember to give yourself at least 10 minutes to change your clothes and get ready for the swimming club. 19.10The fitness centre has a spinning class that you want to attend. It starts at 7.30pm. Which bus will you need to get? Remember you will need 10 minutes to change. 19.10For the next two questions, imagine that you live in Duck Drive.Which bus would you need to catch if you were going to a running club meeting starting at 10.am? 9.00Which bus would you get home if the running club lasts for an hour and you need 30 minutes to change and shower? 11.40Task 3 - Complete timetable 2 (answers in bold)Robin Road9.0010.00Every hour until12.0014.0019.0021.00Swift Street9.1010.1012.1014.1019.1021.10Leisure Centre9.1510.1512.1514.1519.1521.15Leisure Centre9.2510.25Every hour until12.2514.2519.2521.25Robin Road9.3510.3512.3514.3519.3521.35Swift Street9.4510.4512.4514.4519.4521.45Leisure Centre9.5010.5012.5014.5019.5021.50Task 4 (answers in bold)What time is 14.00 and 19.00 hours in pm? 2pm and 7pmHow long does it take to get from Robin Road to Swift Street? 10 minutesHow long does it take to travel from Swift Street to the Leisure Centre? 5 minutesThe Sports Centre has asked you to suggest the best times for activities to start. The classes run for 50 minutes and start every hour at the same time. For example, all the classes start at 10 minutes past the hour. Look at the timetables and give what you think would be the best time to start classes with a reason. Classes should start after half past the hour e.g. 10.30. This will allow both buses to drop off passengers and give all passengers 10 minutes to change.The Leisure Centre has a Hair and Beauty Salon. Some customers like to have their hair washed and blown dry before going home after their swim or time in the Fitness Club. The leisure activity finishes at 1pm. They need 20 minutes to shower and dress. The hair appointment takes 45 minutes.What time should they make an appointment with the Hair and Beauty Salon? 13.20Which is the first bus they will be able to get to go to Swift Street? 14.25Which is the first bus they will be able to get to go to Duck Drive? 14.40Which is the first bus they will be able to get to go to Robin Road? 14.25EmploymentPlanning a trip (Learner Activity Pack page 187)Description of the activity/taskThe aim of this task is for learners to use an itinerary to plan a trip LevelEntry 3/level 1Time needed to complete task(s)Task 1 (train/taxi times) – allow 5 minutesTask 2 (car journey) – allow 10 minutesPrior learningn/aResources neededTask sheets (1-5) for learners Tutor notesTask 1 – learners should use the information provided in the activity sheet and the train time table to work out what time they will need to take different methods of transport so that they arrive at the airport in plenty of time to catch their flight.Task 2 – Learners will need to review parking options, work out prices and identify which will be the best option for their friends from the information given in the activity sheet. Answers Part 1Task 1 - Answer sheet providedTask 2 - Answer sheet providedLinks to other skills developmentEnglish – reading tables, spelling, writing short answersMaths – reading timetables, calculating journey times and travel costsThis is a generic activity and can be contextualised for all skills sectors.Follow-up / adaptation Learners could:Task 1 (answers in bold)Work out which train they should take. 13.06 Tottenham Hale (leaves Liverpool Street at 12.55)Work out when the taxi should meet them. Approximately 13.00Task 2 (answers in bold)Which is the cheapest option? Long Stay parkingHow much will it cost for 6 days for each of the options? Long stay?65.10Mid stay?71.10 Short stay?189.00Valet parking?238.50Which car park is closest to the airport? Short stay parkingWhere is the Valet parking? Valet parking may be off the site of the airport; however, you are able to drop your car off at a designated drop off point close to the entrance of the airport. There is no transfer time, making this a quick and easy option. When you have dropped off your car, a member of airport staff will park it in a designated car park. The airport staff will bring your car back to the drop off point when you return to the airport.Your friends have decided to use the long stay car park, when will they need to arrive? 13.35 If the return train fare to the airport is ?27.30 and the taxi to the station costs ?15.00, work out which is the best deal - taking the car or taking the train? Your friends are travelling alone. Taking the train = ?57.30 (?27.30 return train fare, ?15.00 taxi to the station from home, ?15.00 taxi to home from the station)EmploymentJob skills (Learner Activity Pack page 189Description of the activity/taskThe aim of this task is for learners to use an itinerary to plan a trip LevelEntry 3/level 1Time needed to complete task(s)ApproximatelyTask 1 Word search – allow 10 minutesTask 2 Sector related skills – allow 10 minutesTask 3 (personal qualities) – allow 10 minutesTask 4 (personal skills) – allow 10 minutesTask 5 (attendance record) – allow 15 minutesPrior learningn/aResources neededTask sheets (1-5) for learners Tutor notesTask 1 – Learners will find the personal qualities from the list provided in the word search. Five of the qualities are not included in the word search. Learners will need to identify these in the second part of the task. Task 2 - Using the list of qualities supplied, learners must identify the five most important qualities required for each job role. There are no specific answers for this task as many of the qualities are transferable; however, learners should be able to give good reasons for choosing each quality. N.B. Some qualities will be suitable for more than one role. Task 3 - Using the list of skills supplied, learners must identify their five most important skills required for each job role. There are no specific answers for this task as many of the skills are transferable; however, learners should be able to give good reasons for choosing each quality. N.B. Some skills will be suitable for more than one role. Task 4 - Using the lists of skills and qualities, learners must identify which of these you will need to work in a café.Task 5 – Learners will answer a series of questions around an employee’s attendance at work, based on information in the Employee Attendance Record supplied. Question 19 - learners should work this out using today’s date e.g. if today is 1st September 2012 then the worker has been with the company for 3 years 5 months.Answers Task 1 - Word search answers providedTask 2 – Qualities required for Job Roles - example answers providedTask 3 – Skills required for Job Roles – example answers provided Task 4 – Qualities and skills required for job - example answers provided Task 5 – Employee attendance - answer sheet providedLinks to other skills developmentThis is a generic activity and can be contextualised for all skills sectors.Follow-up / adaptation Learners could:Make a pack of skills cards. Learners draw a card and say a job (or jobs) that would suit a person with the skill. Use information to complete an attendance recordTask 1 - answer sheet (answers in bold)eorganisedefefensrelatftfrauvwtrtolivelynainfhorecsspsigtyctuoutgoingtraghgsehtrustworthydirohterepenlhecaenonilplersncrslehabubiriieaetisfisacetmnnlaiatxriicaringmtcbercfriendlyticlcofmotivatedvfesegtetactfuleenthusiasticfunhonestcreativetrustworthycalmtactfulfriendlysupportivefairefficientflexibledeterminedlivelysociableoutgoingconfidentcaringreliableorganisedmotivatedresponsibleoptimisticconsiderateWhich 5 qualities are missing from the word search?Determined, confident, responsible, optimistic, considerateTask 2 (example answers in bold)Customer serviceSports coachFront desk receptionistHonestCalmTactfulFairCaringEnthusiasticSupportiveDeterminedMotivatedOptimisticReliableCalmFriendlyEfficientOrganisedTask 3 (example answers in bold)Job activitySkills neededWorking behind the counter in a caféCommunication, Numeracy, Using IT, Caring for others, First aid, Selling, Working with others, Languages, Teamwork, Managing your time, Creativity, Taking responsibility, Decision making, Managing tasks, Problem solvingWorking in a sports centre giving out hired equipmentCommunication, Using IT, Caring for others, First aid, Working with others, Languages, Teamwork, Taking responsibility, Decision making, Managing tasks, Problem solvingWorking in a hairdressers, washing hairCaring for others, First aid, Working with others, Languages, Teamwork, Managing your time, Taking responsibility, Decision making, Problem solvingWorking the till in a supermarketNumeracy, Using IT, First aid, Selling, Working with others, Languages, Taking responsibility, Decision making, Problem solvingTask 4 (example answers in bold)SkillsQualitiesEnthusiastic, Honest, Trustworthy, Calm, Friendly, Efficient, Flexible, Lively, Sociable, Outgoing, Confident, Reliable, Organised, ResponsibleCommunication, Numeracy, Using IT, Caring for others, First aid, Selling, Working with others, Languages, Teamwork, Managing your time, Creativity, Taking responsibility, Decision making, Managing tasks, Problem solvingTask 5 – Answers sheet (answers in bold)How many days holiday is this employee able to take? 25 daysHave they taken all their holiday leave? NoHow many days did they work in April? 18How many days did they work in September? 17How many days absence did they have over the year? 12Did they have any accidents at work? YesWhen did they start work with the company? 01.04.2009Did they have an accident in October? NoWere they sick in January? YesWhy might you be suspicious about the absence in January? Because it occurred on a Friday and a Monday, making a long weekend for the employeeWhen were they absent without giving reason? 4th February, 23rd March, 8th July, 26th AugustHow many unexplained absences are there throughout the year? 4Why might you be suspicious about one of these unexplained absences? The absence on the 8th July is on the Friday before the employee goes on holidayWere they at work on May 1st? NoHow many days were they absent in the second half of the year? 7Were there any months when they worked every day? YesName the months where they worked every day? AprilDo you think this employee has a good working record? NoHow long have they worked for the company? (The employee started with the company on 01.04.2009. This answer should be calculated to today’s date – see tutor notes for further guidance)How many public holidays are there? 10EmploymentPreparing for a job interview (Learner Activity Pack page 195)Description of the activity/taskThe aim of this task is for learners to prepare for a job interview by matching their personal skills to a job specification.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 50 minutes:Task 1 (what do employers want?) – allow 15 minutesTask 2 (what am I good at?) – allow 15 minutesTask 3 (matching my skills to the employer’s needs) – allow 20 minutesPrior learningn/aResources neededTask sheets (1-3) for learnersTutor noteLearners must read the brief carefully and use the information given to complete the tasks. Learners may need support to identify job skills if they have limited work experience – make them aware that many skills are transferable (e.g. being a member of the school parent-teacher association may provide evidence of good people skills)Answers Task 1: Learners should take some time to consider the points in task one. There are no specific answers required; however, learners might find it useful to jot down their thoughts to refer back to later.Task 2 – Learners must give well-reasoned answers for the skills listed on the task sheet. Example answers provided.Task 3: Learners should give honest and positive comments about their personal skills against the headings provided – there are no specific answersTask 4: Learners should complete ‘planning sheet – question 4’ with examples of their own strengths, skills and abilities that are relevant and would appear attractive to the employer (e.g. use persuasive language). There are no specific answers as each learner’s strengths may be different.Task 5: Learners should discuss how well the skills in the job specification match their own personal skills identified in task 4. Learners should identify and discuss any relevant transferable skillsTask 6 – Learners should complete ‘planning sheet – question 6’ with examples of what they could say in an interview in relation to how their skills could fit in with what the employer needsLinks to other skills developmentEnglish – Writing clear answersPLTS – Reviewing/reflecting, planning, using a logical approach to solve problemsThis activity can be contextualised to suit any skills sector.Follow-up / adaptation Learners could:Use a job specification to write a personal statementTask 2 (example answers in bold)Skill or Ability:Comment: How and why are these skills and abilities important?Talking to peopleAs you will be dealing with customers, it is extremely important that you have good ‘people skills’ and can talk to the customers.Being friendly and politeThis can help to show you are enthusiastic about the job and also that you will be friendly and polite to customers!Being careful when presenting or removing plates and dishesThe people in charge of the hotel will want to know that you are a careful person who will not drop plates and food onto customers when you are serving them.Your personal appearance (being smart, looking clean and tidy)For any job, first impressions count. One of the reasons is that it shows the interviewer you are interested enough in the job to make an effort. Listening to customersAs well as talking to people, you will need to have good listening skills in order to make sure that you take down orders correctly Paying attention to customer needsPaying attention to customer needs is an important part of working in the service industryWaiter/waitress skillsAs the job is in a hotel restaurant, it is likely that part of the job will involve waiting on tables.Listening to the person in charge and following instructionsThis is very important as a restaurant can get very busy! You will need to make sure you follow instructions and listen to the person in charge, so that the customers enjoy their meal, get the correct orders and are not kept waiting.EmploymentJob hunting (Learner Activity Pack page 199)Description of the activity/taskThe aim of this task is for learners to use the internet to search for job opportunities.LevelLevel 1Time needed to complete task(s)Approximately 50 minutesPrior learningn/aResources neededResource sheet (job search results table)Tutor noteAs a result of this activity, learners will know how to:Use the internet to research a subjectMake choices about which information to use and which to rejectRecord references so that you can return to the same sites later Understand that use of the internet is an important job search toolAnswers No set answers, however, learners should have conducted suitable internet searches to find jobs of interest to them (ideally local). Summary information should be in the learners own words and not copied.Links to other skills developmentEnglish – Read and extracting informationICT – Use search enginesPlanning – Time managementThis activity can be contextualised to suit any skills sector.Follow-up / adaptation Learners could:Write a CV and/or covering letter saying why you would be suitable for the jobResource sheetInternet addressSummary of informationWebsites to search for jobs of interest to youJob provider informationNewspapers and journalsJobs advertised by Jobcentre PlusResource sheet – (example answers in bold)Internet addressSummary of informationWebsites to search for jobs of interest to you details of construction jobs across the UKJob provider information Corporation offer construction jobs directlyNewspapers and journals to the Bristol Evening Post – has job listings in my areaJobs advertised by Jobcentre Plus to Local Construction Labourers job Product Design/BusinessDepartment names (Learner Activity Pack page 203)Description of the activity/taskThe aim of this task is for learners to name and define the different departments in a companyLevelEntry3/Level 1Time needed to complete task(s)Approximately 20 minutes:Task 1 (word search) – allow 10 minutesTask 2 (matching) – allow 10 minutesPrior learningn/aResources neededTask sheets (1-2) for learnersAnswers Task 1 - answer sheet providedTask 2 answer sheet providedLinks to other skills developmentEnglish – defining (service areas)This activity can be contextualised to suit any skills sector.Follow-up / adaptation Learners could:Use the department definitions (task 2) and job roles to complete an organisation chartIdentify the main skills/qualifications to work in each departmentTask 1 answer sheet hlmitservicessticaaxcdfinanceeqlispvsbisdukcagqnbawawdxdpludqmtrqjuunlggorvabezcpayrollgiekrnfeblvcmsditrivaamkrzchixsytcwnjjdjkcmuttsizvcevxqnbzjbimsuselxatudpdmctinproductionxsvnasosmarketingsgjwohncaccountsihumanresourcesmAccounts AdvertisingFinanceHuman resourcesIT servicesLogistics Maintenance MarketingPayroll Production SecurityTask 2 answer sheet (answers in bold)Paying the bills and sending out invoicesAccounts and FinanceLetting people know what the company is offeringAdvertisingDealing with enquiries and complaintsCustomer serviceMaking sure that the building is safe to work inHealth and SafetyMaking sure there are enough staff with the needed skillsHRKeeping the computers workingIT ServicesGetting the goods delivered to the customer and receiving raw materials or stockLogisticsRepairs to production line and facilitiesMaintenanceFinding out what the customer wants and needsMarketingPaying the staff at the correct timePayrollMaking the goods to sellProductionKeeping the building safeSecurityProduct Design/BusinessGetting the right brand (Learner Activity Pack page 205)Description of the activity/taskThe aim of this task is for learners to work as a team to create a new brand of sports drink.LevelLevel 1Time needed to complete task(s)Approximately 90 minutesTask 1 (name/job roles) – allow 10 minutesTask 2 (brand definition) – allow 10 minutesTask 3 (brand names brainstorm) – allow 10 minutesTask 4 (logo/slogan design) – allow 15 minutesTask 5 (packaging plan) – allow 15 minutesTask 6 (cost sheet) – allow 10-15 minutesTask 7 (profit & loss account) – allow 10-15 minutesPrior learningn/a but some learners may need assistance with calculationsResources neededBrief – supplied in Activity PackTask sheets (1-7) for learnersActivity packMaterials: flipchart paper; coloured pens; calculator (1 per group)Tutor noteLearners will need to be split into groups of five and given a copy of the brief (provided in the Activity Pack) to work from.Pro-Sport Ltd would like you to come up with a new soft drink brand that is inspired by a sporting event.Imagine that you will be selling the drink in the lead up to and during a sporting eventYou can either make a drink to refresh the fans or to keep the players/ athletes performingThe drink must be original – with an original brand name, logo and slogan. It must be presented in a 500ml packageYou must work out and show what the cost isTask 1 – Learners must first agree on a company name, then as a team agree their roles from the five provided based on each individuals skills, areas of interest and strengths.Task 2 – The teams should work together to develop their brand by discussing and agreeing the six questions provided.Task 3 – Each group will need to brainstorm to think of possible brand names for their product. The group will then need to work together to agree the best brand name that they want to use for their product.Task 4 – Creative team only will draft at least 3 logos and slogans for their product. The creative team will need to present their ideas to the business team, and the whole team will need to make a final joint decision as to which logo and slogan is best. Product Design/Business Getting the right brand (Learner Activity Pack page 205) cont…Tutor note cont…Task 5 – Using the packaging type table, the creative team will work with the business team to decide what sort of packaging to use for their product – learners will need to analyse what type of packaging will be best for their product and weigh up the pros and cons of using different packaging types compared to impact on environment, location produced, saleability and costTask 6 – The business team will need to work out the production costs of their product, based upon the decisions that the team have made in the previous tasks.Task 7 – Using the activity sheet provided and the production costs worked out in task 6, the business team will need to perform a profit/loss analysis Answers Tasks 1-5 – No set answers, however, learners should be working as a team to create an original brand that meets the requirements of the brief.Task 6 – answers are dependent on decisions made in Tasks 1 -5. You may need to check calculations given are correctTask 7 - answers are dependent on decisions made in Tasks 1 -5. You may need to check calculations given are correctLinks to other skills developmentEnglish – Read and extract information, follow instructionsMaths – Perform calculationsWorking with others – work effectively as a teamPLTS – Think creativelyThis is a generic activity and can be contextualised for any skills sector e.g. create a new brand of nail polish (Hair & Beauty)Follow-up / adaptation Learners could:Take part in a Dragons’ Den activity to present your productProduct Design/BusinessCorporate Identity (Learner Activity Pack page 215)Description of the activity/taskThe aim of this task is for learners to define an effective corporate identity (logo) for a new company that will be instantly recognisable to their customers.LevelLevel 1Time needed to complete task(s)Approximately 45 minutesTask 1 (memory sheet) – allow 10 minutesTask 2 (design logos) – allow 20 minutesTask 3 (apply logo) – allow 15 minutesPrior learningn/aResources neededTask sheets (1-3) for learners Activity sheetMaterials: colouring pencils; van templatesAnswers Task 1 – Example drawings of logos providedTask 2 – No set answers, however, learners should have thought about their target market groupTask 3 – No set answersLinks to other skills developmentPLTS – creative thinkingThis activity can be contextualised to suit any skills sector.Follow-up / adaptation Learners could:Logo cards can be used instead of a single sheet (learners can either name the logo or company on the reverse side)Present finished logos to the whole group giving reasons for design choicesPlay logo ‘Pictionary’Identify the world’s top ten selling brandsTask 1- answer sheetCompany nameLogoCompany nameLogoApple154305191770McDonalds234315191770Nike40005233045Chanel234315347345Mercedes-Benz154305273685Adidas234315273685Product Design/BusinessProduct analysis (Learner Activity Pack page 219)Description of the activity/taskThe aim of this task is for learners to use a simple set of criteria to analyse any product.LevelLevel 1Time needed to complete task(s)Approximately 45 minutes:Task 1 (discussions) – allow 15 minutesTask 2 (product scoring) – allow 30 minutesPrior learningn/aResources neededTask sheets (1-2) for learners Activity sheetMaterials: products for analysis (can use photographs)Tutor notesTask 1 – In a group, learners should consider and then describe the difference between a need and a want. Learners should then consider whether we NEED everything that we WANT, and how this can be used in design.Task 2 – Learners should choose two similar products (e.g. two mobile phones) and analyse and compare using the ACCESS FM guidance supplied on Learner Activity Pack page 219.Answers There are no set answers for these tasksLinks to other skills developmentEnglish – Take part in discussionsMaths – Compare scoresThis activity can be contextualised to suit any skills sector.Follow-up / adaptation Learners could:Use ACCESS FM to design a new productProduct Design/BusinessDesign specifications (Learner Activity Pack page 221)Description of the activity/taskThe aim of this task is for learners to use a specification to start the design process.LevelLevel 1Time needed to complete task(s)Approximately 45 minutes:Task 1 (planning) – allow 10-15 minutesTask 2 (design ideas) – allow 30 minutesPrior learningn/a, but learners may need an example of a specification statementResources neededTask sheets (1-2) for learners Materials: colouring pencilsAnswers Task 1 – No specific answers however, learners should identify five appropriate considerations to what could be required from a pair of trainersTask 2 – No specific answers, however, learners should produce two different design ideas for the packaging that meet the specifications stated.Links to other skills developmentEnglish – Plan ideasPLTS – Think creativelyThis activity can be contextualised to suit any skills sector.Follow-up / adaptation Learners could:Present the design ideas to a panel from a design agency using the task 2 specifications as a checklistProduct Design/BusinessBatch production (Learner Activity Pack page 223)Description of the activity/taskThe aim of this task is for learners to simulate a batch production line.LevelLevel 1Time needed to complete task(s)Approximately 60 minutes:Task 1 (planning) – allow 10 minutesTask 2 (production) – allow 30 minutesTask 3 (inspection) – allow 10 minutesTask 4 (profit & loss) – allow 10 minutesPrior learningIntroduction to key terms/concepts: batch production; inspection; profit & loss; break evenResources neededTask sheets (1-4) for learners Activity sheetMaterials: carton templates (nets) photocopied onto card; scissors; glue sticks; colouring pencilsTutor noteLearners will need to work in teams of four to simulate the batch production of a carton.You will need to photocopy enough carton templates so that each group can make as many as possible in 30 minutes.Teams have just 30 minutes to make as many cartons as they can.Each carton needs to be inspected for quality. If accepted, it is ready to be sold. However, if it is rejected, it will be scrapped as it is not of a good enough quality.Each team will have to pay for the raw materials, equipment, overheads and wages in order to make their cartons. At the end, the whole team will complete a profit and loss account to see if they have made a profit.Task 1 – Learners must first agree as a team their individual roles from the four provided, and then produce a quick plan of how they are going to make their cartons as quickly as possible. Task 2 – The teams need to produce as many cartons as possible within 30 minutes, undertaking the job roles agreed in Task 1. Task 3 – The team leader/inspector will examine each carton and determine whether it is of a good enough quality to be sold.Task 4 - Using the activity sheet provided, the whole team will need to perform a profit/loss analysisAnswers n/a – answers are dependent on learner performance. Calculations on the profit & loss account must be checked for accuracy.Product Design/BusinessBatch production (Learner Activity Pack page 223) cont…Links to other skills developmentEnglish – Follow instructions, plan ideas, justify decisions in writingMaths – Perform calculationsWorking with others – Work effectively as a teamThis activity can be contextualised to suit any skills sector.Follow-up / adaptation Learners could:Use this activity as a feasibility study/trial run for a new product range. Learners can give a presentation to the company directors based on their findings from the trial. Should the company start producing the new product?Product Design/BusinessIndustry sectors (Learner Activity Pack page 229)Description of the activity/taskThe aim of this task is for learners to understand the roles of the three main industry sectors: primary, secondary and tertiary.LevelLevel 1Time needed to complete task(s)Approximately 45 minutes:Task 1 (identifying companies in each sector) – allow10 minutesTask 2 (list) – allow 5 minutesTask 3 (interdependence grid) - allow 10 minutesTask 4 (graphs) – allow15 -20 minutesPrior learningIntroduction to key terms/concepts: primary; secondary; tertiary; interdependenciesResources neededTask sheets (1-4) for learners Computer/graph paperTutor notesTask 1 – Learners will need to search on the internet for examples of Primary, Secondary and Tertiary companies/organisations. Suggested websites include: 2: Learners need to think about the types of raw materials from the primary sector that are used within the fast food industry.should search on the use theAnswers Task 1 – example answers sheet suppliedTask 2 – list of example answers suppliedTask 3 - list of example answers suppliedTask 4 – answer sheet suppliedLinks to other skills developmentEnglish – Write clear and concise answersMaths – Create a bar chartICT – Use MS Excel (optional), use search enginesThis activity can be contextualised to suit any skills sector.Follow-up/adaptation Learners could:Simplify the tasks by providing the names of companies/originations for tasks 1-3Task 1 – additional resource informationWhat are industry sectors?Industries are often referred to as goods (producing a product) or service (providing a service) industries. Industries are classified according to the main Standard Industrial Classification (SIC) as follows:Goods-producing industries include: agriculture, fishing, forestry, mining, construction, and manufacturing Service-producing industries include: trade, transportation, communications and other public utilities, finance, insurance and real estate, community, personal and business services (includes health care, education, police services, etc.) and public administration.Industries are also often referred to as being in the primary, secondary or tertiary sector. The primary sector includes agriculture, fishing, forestry and mining. The last three industries are sometimes referred to as the "other primary industries". The secondary sector includes construction and the manufacturing industries. The tertiary sector covers the service-producing industries.* Content adapted from the South West Observatory: Skills and Learning Intelligence Module (SLIM) .uk/labourmarket/sectors/index.aspTask 1 - (example answers in bold)Industry SectorWhat it doesExamplesCompany/organisationPrimary The primary sector is the first stage where the extraction of raw materials takes place.Mining, oil drilling farming, fishingUK coal, Secondary The secondary sector is where the products are made. It involves converting raw materials into components and assembling them into finished products.Manufacturing industries, construction industries, food processingTate & Lyle, Balfour BeattyTertiary The tertiary sector consists of the commercial services that support the production and distribution of products.Insurance, transport, advertising, warehousing, public services (education, healthcare etc)Aviva, WhitbreadTask 2Suitable answers could include:Fish, Meat, Fruit, VegetablesGas (for cooking)Card, paper, plastic – used in packagingTask 3 - (example answers in bold)Production phaseExample of product, service or industryAPrimary to SecondaryMeat to SausagesBSecondary to TertiaryNew mobile phone advertised by advertising agencyCTertiary to PrimaryWarehouse company provides storage for farmers cropsDPrimary to TertiaryCrops (e.g. apples) delivered to supermarketETertiary to SecondaryInsurance company provides insurance to construction companyFSecondary to PrimaryAnimal feed producer to farmerTask 4 answer sheetEmployment in Primary Industries has decreased between 1985 and 2005 by 2.7%Employment in Secondary Industries has decreased between 1985 and 2005 by 12.6%Employment in Tertiary Industries has increased between 1985 and 2005 by 15.3%Product Design/ BusinessAdvertising your products (Learner Activity Pack page 233)Description of the activity/taskThe aim of this task is for learners to understand how and why a business advertises its products.LevelEntry 3/Level 1Time needed to complete task(s)Approximately 45 minutes:Task 1 (advertising methods ) – allow 10-15 minutesTask 2 (word search) – allow 10 minutesTask 3 (top 10 advertiser cards) – allow 5-10 minutesTask 4 (top 10 reason cards) – allow 5-10 minutesPrior learningn/aResources neededTask sheets for learners Materials: top 10 advertiser cards; top 10 reason cardsAnswers Task 1 answer sheet suppliedTask 2 answer sheet suppliedTask 3 answer sheet suppliedTask 4 –suggested example answer sheet suppliedLinks to other skills developmentEnglish – Give definitionsLearners can find adverts for companies in their chosen skills sector. Do they use all the advertising methods mentioned?Follow-up / adaptation Learners could:Complete a learner survey of the most popular brands. Are they the same as the most advertised brands?Task 1 - answer sheetWays to advertiseWhat is the right answerWhat does it mean?anslogsloganA short and striking or memorable phrase used in advertising.stoperposterA large printed picture or notice used for decoration or advertisement.divoevideoThe recording, reproducing, or broadcasting of moving visual images.reflyflyerA small handbill advertising an event or product.nabnerbannerA long strip of cloth bearing a slogan or design, carried in a demonstration or procession or hung in a public placeA heading or advertisement appearing on a web page in the form of a bar, column, or boxteafellleafletA printed sheet of paper containing information or advertising and usually distributed freerickeststickerAn adhesive label or notice, generally printed or illustratedboardbillbillboardA large outdoor board for displaying advertisementsTask 2 answer sheetecdpcworldpeokitcxhbftemocsshweglibandqpahfcdkriiesortiawdneriayawlbqonsfixamnplmjsyrrucarmscomlythesunrfevadqoelcbmzgqehcfdomcsidreamstftnsnloaaknoiaerilaaafgbdsbhlrlhoirllsaeovjgatzcvngtdjlmiavpklsdpeoasguokpmcleoqsysugvdhfoautzchurchilldcbafsrevascepsekArgos ASDA B and Q Churchill Comet Compare the Market Currys Daily Mail DFS Direct LineDreams Go Compare HomebaseKFC McDonaldsSpecsaversTescoThe SunWaitroseTask 3 answer sheet - Top spending TV brands/products *RankBrand? Spend% Change YOY1DFS34,565,8635.62McDonalds29,089,21632.63Dreams 23,664,369-0.24Argos22,308,59333.65ASDA 22,283,299-15.86B and Q 17.964,20536.67Compare the Market 16,514,13232.68Tesco15,910,52332.09KFC15,757,54620.010Daily Mail15,282,164196.011Currys / PC World 14,984,7870.012Direct Line (Motor)14,929.3888.613Direct Line (Home)14,832,36770.214Homebase14,027,88824.515Comet12,837,11559.916The Sun11,825,84948.417Waitrose11,456,903290.418Specsavers11,159,746-5.119Churchill10,885,56936.520Go Compare10,773,863-33.9*Source – Nelson Media Research. Period: 01.01.10 – 31.12.10Task 4 – suggested order answer sheet**The list below is based on findings from ? thinkbox 2011 1It gives the best return for the money spent2We are watching more TV than before3You can reach 70% of people in one day on commercial TV!4Everyone discusses adverts on TV5TV makes people do things, e.g. voting or going on line6People see the advert and then go online to buy7They are the best way to advertise to young people8We fall in love with the brand9Companies use a variety of advertising campaigns but the TV is at the centre of them all10Everyone gets to know the name and advertising often means that people remember the name.Product Design/BusinessDesigning a supermarket (Learner Activity Pack page 239)Description of the activity/taskThe aim of this task is for learners to design the layout of a supermarketLevelEntry 3/Level 1Time needed to complete task(s)Approximately 20 minutes:Task 1 (supermarket design) – allow 15 minutesTask 2 (product choice cards) – allow 5 minutesPrior learningn/aResources neededTask sheets (1-2) for learners Activity sheetMaterials: supermarket floor plan; aisle cards; product cards (in a different colour to the aisle cardsTutor notesTask 1 – Learners will design their own supermarket layout based on there they think products should be placed to make as much profit as possible. Learners will need to cut out the different types of aisles and place them on the supermarket layout resource sheet included in this guide. Learners should also identify two additional aisles that are not already listed to add to their layout. Once the first part of task has been completed, learners can be given the following page (240), which gives guidance around the profitability of the different types of aisles. Learners should consider whether they agree with these statements, review whether the supermarket layouts that they have designed fit in with these statements and analyse what changes they might make to their design.Task 2 – Learners will cut out the list of products in task 2 and match these to the aisles in task one. There are some foods that will not match with the aisles given e.g. Frozen chips, so learners will also need to identify additional aisle categories.Answers Task 1 – there are no specific answers however, learners consider how to make as much profit as possible when deciding product placementTask 2 – suggested example answers suppliedLinks to other skills developmentEnglish – Use reading material to make decisionsThis activity can be used to decide where to locate equipment in a care home (Health and Social Care), salon (Hair & Beauty), leisure centre (Sport & Leisure), farm (Land based), etc.Follow-up / adaptation Learners could:Use the instructions to label a given supermarket layoutVisit a local supermarketTask 1 – Resource Sheet – Supermarket layout 1714500590550019431003175Entrance/Exit00Entrance/Exit0317500Task 2 – suggested answersAisleSuggested productsBaking suppliesFlourBread and CakesBreadRollsCash tillsBatteriesCanned goodsCleaning materialsDetergentShampooToothpasteConvenience foods and ready-made mealsFrozen chips PizzaSandwichesDrinksBottled waterFresh fruit and vegetablesApplesMeatSalamiFishHamburgersMilk and dairy productsYogurtCheesePaper productsPaper hankiesnewspapersSnacks and cerealsCrispsCerealsPeanutsSweetsChocolateBiscuitsProduct Design/BusinessQuality (Learner Activity Pack page 241)Description of the activity/taskThe aim of this task is for learners to understand the need for quality when designing and making products.LevelLevel 1Time needed to complete task(s)Approximately 45 minutesTask 1 (examples of high/low quality products) – allow 5-10 minutesTask 2 (important features for quality) – allow 5-10 minutesTask 3 (production) – allow15 minutesTask 4 (quality control check) – allow 10 minutesPrior learningn/aResources neededTask sheets (1-4) for learners Materials: cube nets photocopied onto card (different colours for different teams); scissors; glue sticksTutor notesN.B. Learners will need to be split into small groups before beginning this activity.Task 1 – Using the table supplied, learners should give individual examples of a high quality product, and a poor quality product with explanations of why they think it is of that quality. The learners should then discuss and analyse their answers within their groups.Task 2 – Keeping in mind the answers given in Task 1, learners should individually identify five features that would be important in a high quality pair of trainers. The learners should then discuss and analyse their answers within their groups.Task 3 – In their groups the learners need to cut out and assemble seven cubes to spell the word quality.N.B Learners will need to cut out and assemble cubes using both cube nets provided in order to have all the letters required! It is easier if the cube nets are photocopied onto card that is stronger as paper may be too thin.Instructions: Cut out your cube nets carefully, using scissors.Score the fold lines using the blunt part of the scissors or a ball point pen. This will make it easier to fold. Be careful not to cut the fold lines.Fold the paper to make right angles, and you will see the cube start to appear.Glue the cube together, using small dabs of glue on the glue tabs to stick it together.Put your seven cubes into a line to form the word QUALITY.Task 4 – Learners should individually complete the table to test and evaluate their set of assembled cubes. Learners should then discuss Product Design/BusinessQuality (Learner Activity Pack page 241) cont…Tutor notes cont…their individual suggestions as to how they could make their cubes better within their groups.Answers Task 1 – Example answers providedTask 2 – No specific answers however, the learners’ five features should reflect the examples of high quality products discussed in Task 1Task 3 – No specific answers however, learners should cut out and produce seven cubes in order to spell out the word ‘Quality’Task 4 – No specific answers, however learners should identify any ways they could have made their cubes betterLinks to other skills developmentEnglish – Write clear and concise answers, take part in a discussionWorking with others – working effectively as a teamThis activity can be used to identify high quality hand tools (Construction)Follow-up / adaptation Learners could:Write a brief product review, giving marks out of 5 for the productTask 1 – example answers in boldAn example of a high-quality product is:An example of a poor-quality product is:It’s high-quality because:Made of the best materials, suitable to the purpose of the product – the product will perform better than others on the marketThe product is fit for purpose - does the job wellManufactured to a high standard – it is strong and will not break/wear out easilyIt’s poor-quality because:Made of inadequate or unsuitable materials – the product will perform poorly compared to others on the marketThe product is not fit for purpose - does not do the job it was intended to do Manufactured to a poor standard – may break/wear out easily31330908766810Publication code: FL031273020000Publication code: FL031273 ................
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